Reciprocity of prosocial behavior in Japanese preschool children

2008 ◽  
Vol 32 (2) ◽  
pp. 89-97 ◽  
Author(s):  
Keiko K. Fujisawa ◽  
Nobuyuki Kutsukake ◽  
Toshikazu Hasegawa
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Prosocial Behavior ◽  
Helping Behavior ◽  
Free Play ◽  
Quantitative Aspect ◽  
Old Japanese ◽  
Matrix Correlation ◽  
Correlation Tests ◽  
Positive Correlations

This study investigated the reciprocity of prosocial behavior among 3- and 4-year-old Japanese preschool children during free-play time. Matrix correlation tests revealed positive correlations between the frequencies of object offering given and received within dyads and between the frequencies of helping given and received within dyads. These results suggest that young children reciprocate prosocial behavior spontaneously. Positive correlations were also found between the frequencies of object offering and helping behavior exchanged within dyads, suggesting that children exchanged the two types of prosocial behaviors (i.e., “interchanged”). The interchange was independent of both reciprocity within object offering and reciprocity within helping behavior in 4-year-olds. Friends reciprocated object offerings more frequently than non-friends, suggesting that friendship affects the quantitative aspect of reciprocity. These data provide refined evidence of reciprocity among children and also suggest that reciprocity becomes more complicated as children grow older.

MODELING OF AFFECTIONATE BEHAVIOR IN YOUNG CHILDREN

1977 ◽  
Vol 5 (2) ◽  
pp. 369-376 ◽  
Author(s):  
Michael Pirot ◽  
Josef Schubert
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Aggressive Behavior ◽  
Free Play ◽  
Physical Contact ◽  
Female Experimenter

A female experimenter modeled affectionate physical contact in a group of preschool children who imitated the behavior. This induced a significant increase of affectionate behavior during a subsequent free-play period. By contrast, a group which had imitated “neutral” physical contact and another that had imitated “warm” verbal contact did not show a significant increase in affectionate behavior. Aggressive behavior was virtually absent in all groups.

Association between dietary intake and serum biomarkers of long-chain PUFA in Japanese preschool children

2020 ◽  
pp. 1-11
Author(s):  
Emiko Ando ◽  
Naho Morisaki ◽  
Keiko Asakura ◽  
Kohei Ogawa ◽  
Satoshi Sasaki ◽  
...  
Keyword(s):  
Preschool Children ◽  
Dietary Intake ◽  
Single Centre ◽  
Pufa Intake ◽  
Chain Pufa ◽  
Epa And Dha ◽  
Old Japanese ◽  
Diet History Questionnaire ◽  
Diet History ◽  
Positive Correlations

Abstract Objective: Recent research supports the importance of PUFA intake in children, particularly of EPA and DHA; however, few verified methods to assess whether PUFA intake is adequate are available. Design: We assessed the correlation between serum PUFA and lipid concentrations with seafood and PUFA intake measured using a brief-type self-administered diet history questionnaire for Japanese preschool children (BDHQ3y). Setting: Single centre birth cohort in Japan. Participants: A total of 152 36-month-old Japanese children. Results: Average dietary intake of daily seafood, EPA and DHA was 13·83 (sd 10·36) g, 49·4 (sd 43·5) mg and 98·3 (sd 64·6) mg, respectively. Significant weak-to-moderate correlations were observed between dietary intake and serum EPA (Spearman rho = 0·41, P < 0·001; Pearson r = 0·44, P < 0·001); DHA (Spearman rho = 0·40, P < 0·001; Pearson r = 0·42, P < 0·001) and AA (arachidonic acid) (Spearman rho = 0·33, P < 0·001; Pearson r = 0·32, P < 0·001), whereas no significant correlation was observed for dihomo-γ-linolenic acid (DGLA) (Spearman rho = 0·06, P = 0·484; Pearson r = 0·07, P = 0·387). Correlations between seafood intake and serum EPA and DHA were also moderate (0·39–0·43). A negative correlation between serum TAGs and serum EPA, as well as positive correlations between serum cholesterol (total cholesterol, LDL and HDL) with serum EPA and DHA were observed, whereas no significant correlations between seafood intake and serum lipid profiles. Based on this model, we estimated 61–98 g/week of seafood intake is required to meet current EPA/DHA intake recommendations by the WHO (100–150 mg/d). Conclusions: For children of 2–4 years of age, weekly intake of 61–98 g of seafood is required to meet WHO recommendations of EPA/DHA intake.

Perceptions of Racially Related Stimuli by Young Children

1982 ◽  
Vol 54 (1) ◽  
pp. 71-77 ◽  
Author(s):  
John R. Stabler ◽  
James A. Zeig ◽  
Edward E. Johnson
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Black People ◽  
Black Children ◽  
Free Play ◽  
White Children ◽  
Black Boxes ◽  
Baseball Bats

The colors white and black are used as symbolic referents for, respectively, positive and negative evaluations. Studies are reviewed which describe the nature and extent of children's association of white with good and black with bad. A total of 375 white and 399 black children were tested. White and black preschool children respond similarly to the colors white and black, but white children show more polarization in their color associations than do black children. When children were filmed as they hit white or black boxes or bobo dolls with plastic baseball bats, black objects were more often the target than white objects. Preschool children's evaluative associations to the colors white and black are related to their choices of white or black playmates in a free-play situation. As child ten become older, their perceptions of the colors white and black become differentiated from their perceptions of white and black people.

Short-Term Effects of Prosocial Television Viewing on Play of Preschool Boys and Girls

1979 ◽  
Vol 44 (3) ◽  
pp. 935-941 ◽  
Author(s):  
C. Peter Bankart ◽  
Clark C. Anderson>
Keyword(s):  
Preschool Children ◽  
Prosocial Behavior ◽  
Aggressive Behavior ◽  
Television Viewing ◽  
Free Play ◽  
Term Effect ◽  
Short Term ◽  
Period Analysis ◽  
Preschool Boys ◽  
The Impact

A field observational experiment was performed to assess the impact of prosocial television on the free play of preschool children over a 4-day period. Analysis of the data indicated that boys were significantly more aggressive than girls and that exposure to prosocial television had a strong short-term effect on both boys and girls in reducing three classes of aggressive behavior. A corresponding increase in prosocial behavior and rule obedience was not associated with exposure to prosocial television.

Communicative Interactions of Mildly Delayed and Normally Developing Preschool Children

1986 ◽  
Vol 29 (1) ◽  
pp. 2-10 ◽  
Author(s):  
Michael J. Guralnick ◽  
Diane Paul-Brown
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Young Children ◽  
Communicative Competence ◽  
Free Play ◽  
Syntactic Complexity ◽  
Developmental Levels ◽  
Communicative Interactions ◽  
Functional Aspects ◽  
Information Requests

The communicative interactions of mildly delayed and normally developing preschool children were recorded during free play as they interacted with children at different developmental levels in a mainstreamed program. Analyses of syntactic complexity, semantic diversity, functional aspects of speech, and the use of selected discourse devices indicated that mildly delayed children adjusted important characteristics of their speech in accordance with the cognitive and linguistic levels of their companions. Specifically, speech addressed to less developmentally advanced children was less complex, more diverse, and consisted of a greater proportion of behavior requests but contained proportionally fewer information requests or information statements. These adjustments appeared to be well suited for improving communicative effectiveness and were similar in magnitude and direction to those of normally developing children. In addition, both mildly delayed and normally developing groups were generally successful in obtaining responses to their behavior and information requests. The implications of these findings were discussed in relation to the communicative competence of young children and to early childhood mainstreaming.

Effective Parental intervention strategies to reduce screen time among preschool-aged children: A systematic review (Preprint)

2020 ◽  
Author(s):  
Diana Raj ◽  
Halimatus Sakdiah Minhat ◽  
Nor Afiah Mohd. Zulkefli ◽  
Norliza Ahmad
Keyword(s):  
Systematic Review ◽  
Preschool Children ◽  
Young Children ◽  
Screen Time ◽  
Mode Of Delivery ◽  
Intervention Strategies ◽  
Controlled Trials ◽  
Cochrane Central Register ◽  
Negative Consequences ◽  
Parental Intervention

BACKGROUND The increasing screen time exposure among young children in general and the reported negative consequences associated with excessive ST, calls for focused strategies to reduce ST, especially among young children. OBJECTIVE This systematic review aimed to identify effective parental intervention strategies to reduce ST among preschool children. METHODS A total of five databases, namely Cochrane Central Register of Controlled Trials, CINAHL, Medline Complete, PubMed, and Scopus, were searched for randomised controlled trials that involved intervention strategies in ST reduction among preschool children. PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) guidelines were used. RESULTS A total of nine studies were assessed. The results showed that besides providing knowledge and awareness regarding ST, having restrictive practices, offering alternative activities to parents, and removal of screen from child’s bedroom were the most common strategies used by studies that reported successful intervention. Intervention duration of between six to eight weeks was sufficient to produce ST reduction. Face-to-face method was the commonest mode of delivery. Theoretical constructs that aimed at increasing parental self-efficacy, listing outcome expectations, and offering reinforcement of strategies that targeted both the parents and home environment were beneficial in reducing ST. CONCLUSIONS By offering appropriate strategies to parents, a reduction in the amount of ST was observed among the children. Future intervention studies could benefit in exploring culturally adapted strategies, especially in developing countries. Trials of higher quality would also facilitate the drawing of conclusions in future research. CLINICALTRIAL PROSPERO No: CRD42020199398

scholarly journals Psychosocial Obstacles in Young Children Argumentative Interactions

2021 ◽  
Vol 11 (5) ◽  
pp. 224
Author(s):  
Josephine Convertini
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Social Dynamics ◽  
Learning Processes ◽  
Self Perception ◽  
Complex Activity ◽  
Group I

Argumentation is an important aspect in the field of education because of its impact on learning processes. At the same time, argumentation is a complex activity in terms of cognitive, relational, emotional and social dynamics. In this paper, I investigate and I describe possible difficulties encountered by children during the argumentative process. The study involves 25 preschool children at a kindergarten engaged in three building tasks. The tasks were video-recorded and the argumentative discussions transcribed. For the aim of this paper, I analyze how argumentation are distributed among participants. I select interactions in which participants apparently do not argue or there are differences in the degree of argumentative participation between participants of the same group. I analyze these interactions and moments of impasse in the argumentative steps. The findings show how the simplicity of solving the task (e.g., when children do not encounter any problem in completing the activity) and the children’s self-perception of their competences in solving the task may have an impact on argumentation activities. Moreover, this perception is co-constructed by children within the interaction. The study contributes to the line of research on designing argumentation and highlights the role of the adult in managing children’s interactions.

Systematic Review and Meta-Analysis of Stay-Play-Talk Interventions for Improving Social Behaviors of Young Children

2021 ◽  
pp. 109830072098352
Author(s):  
Jennifer R. Ledford ◽  
James E. Pustejovsky
Keyword(s):  
Systematic Review ◽  
Social Competence ◽  
Young Children ◽  
Meta Analysis ◽  
Free Play ◽  
Complex Communication Needs ◽  
Training Time ◽  
Considerable Heterogeneity ◽  
Inclusive Preschool ◽  
Communication Needs

Stay-play-talk (SPT) is a peer-mediated intervention that involves training peer implementers to stay in proximity to, play with, and talk to a focal child who has disabilities or lower social competence. This systematic review and meta-analysis investigated the contexts in which SPT interventions have been conducted, the methodological adequacy of the research assessing its effects, and the outcomes for both peer implementers and focal children. Studies have primarily occurred in inclusive preschool settings during free play activities, with researchers serving as facilitators. Average effects were positive and substantial for both peer implementers and focal children, although considerable heterogeneity across studies was observed. Additional research is needed to determine what peer implementer and focal child characteristics moderate intervention success, what modifications are needed for children who have complex communication needs, and optimal procedural variations (e.g., group size, training time).

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