Indirect Socialization in Preschool: How Teachers Harness Children’s Ability to Shape Peer Behavior

Author(s):  
Amy August
Keyword(s):  
1975 ◽  
Vol 46 (1) ◽  
pp. 19 ◽  
Author(s):  
Mary F. Waldrop ◽  
Charles F. Halverson

1986 ◽  
Vol 59 (2) ◽  
pp. 632-634
Author(s):  
Noel R. Wescombe ◽  
Lawrence Harper ◽  
Keith Barton

The behaviors of each of eight 12- to 14-mo.-old infants were filmed at two frames per second for 15 min. Infants averaged 9.5 bouts of behavior directed toward peers, primarily looking. The median total duration of peer behavior was 92 sec.; they were alone most of the time. Objects did not seem to be mediators of peer interaction. Analysis of bout-durations indicated that, to capture sequences of “general” categories of behavior, observation intervals must be > 1 sec.; sequencing specific acts required intervals > 2 sec.


2009 ◽  
Vol 39 (12) ◽  
pp. 1498-1507 ◽  
Author(s):  
Anke W. Blöte ◽  
Jorieke Duvekot ◽  
Rozemarijn D. F. Schalk ◽  
Eveline M. Tuinenburg ◽  
P. Michiel Westenberg

2016 ◽  
Author(s):  
Matthew Lee Smith ◽  
Russell T. Warne ◽  
Adam E. Barry ◽  
Matthew E. Rossheim ◽  
Mary K. Boyd ◽  
...  
Keyword(s):  

2000 ◽  
Vol 19 (7) ◽  
pp. 69-70
Author(s):  
Denise Maguire

NICU NURSES WITH LEADERSHIP skills must be able to recognize trends in peer behavior, values, and problem-solving techniques, as well as changes in culture as the staff evolves. Newly licensed nurses mature through predictable developmental phases. In fact, the similarities between orientees and preterm infants are remarkable. The amount of experience (gestational age) seems to inversely correlate with the number of developmental milestones to be achieved by both. In general, the less experience a nurse has, the more developmental milestones she must master. Sometimes this growth is painful, and sometimes nurses get stuck at a milestone.


Sign in / Sign up

Export Citation Format

Share Document