The Social Cognitive Ecology of Preschool Classrooms: Contextual Relations Revisited

1984 ◽  
Vol 7 (3) ◽  
pp. 321-332 ◽  
Author(s):  
Anthony D. Pellegrini
Keyword(s):  
Social Cognitive ◽  
Age Groups ◽  
Free Play ◽  
Learning Centers ◽  
Cognitive Behaviors ◽  
Number Of Children ◽  
Preschool Classrooms ◽  
The Social ◽  
Play Behaviors ◽  
Two Age Groups

In the present study children from two age groups (three and four years old) were observed in their preschool classrooms during free play. We were interested in the extent to which social cognitive aspects of their play behaviors varied according to two classroom contextual variables: presence in different learning centers and participants (number of children and adults present) in those centers. Results indicated that children behaved differently according to these variables. Children engaged in lower order social-cognitive behaviors in art centers than they did in blocks and housekeeping centers. Adult presence related to less mature forms of play whereas peer presence related to more mature forms of play.

Age-related changes in preschool children's systematic use of private speech in a natural setting

2000 ◽  
Vol 27 (3) ◽  
pp. 665-687 ◽  
Author(s):  
ADAM WINSLER ◽  
MARTHA P. CARLTON ◽  
MARYANN J. BARRY
Keyword(s):  
Age Groups ◽  
Sampling Procedure ◽  
Free Play ◽  
Private Speech ◽  
Natural Setting ◽  
Classroom Context ◽  
Preschool Classrooms ◽  
Age Related ◽  
Naturalistic Setting ◽  
Age Related Changes

This study set out to explore the contexts in which preschool children use private speech, or self-talk, in the naturalistic setting of the preschool classroom, and age-related changes in the contexts in which preschoolers talk to themselves. A total of 2752 naturalistic observations of fourteen three-year-old and fourteen four-year-old children were conducted using a time-sampling procedure in two preschool classrooms over the course of one semester. Results from logistic regression analyses revealed that both age groups were (a) more likely to use private speech during the self-selected activity classroom context as opposed to both large group and outside free play classroom contexts, and (b) most likely to talk to themselves when alone, next likely in the presence of peers, and least likely when in the presence of a teacher. Although the probability of private speech among three-year-old children did not vary as a function of the child's immediate activity, four-year-old children's private speech was more likely to occur during sustained and focused goal-directed activity as opposed to rapidly-changing and non goal-directed activity. The findings suggest that private speech appears systematically in young children and that, in several ways, four-year-old children use private speech more selectively than three-year-olds.

Development of Preschoolers' Social-Cognitive Play Behaviors

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1109-1110 ◽  
Author(s):  
Anthony D. Pellegrini
Keyword(s):  
Social Cognitive ◽  
Dramatic Play ◽  
Time Sampling ◽  
Children's Play ◽  
Cognitive Behaviors ◽  
Functional Play ◽  
Children’S Play ◽  
Play Behaviors ◽  
Cognitive Play ◽  
Sampling Schedule

To investigate the development of preschoolers' social-cognitive play behaviors 10 preschoolers each at three ages, 2, 3, and 4 yr., were observed in their classrooms on 15 occasions by a time-sampling schedule. Children's social-cognitive behaviors were coded according to Parten and Smilansky's systems. Analyses indicated that children's play became more social as they grew older. 3- and 4-yr.-olds, however, engaged in more non-social dramatic play than did 2-yr.-olds. 3- and 4-yr.-old girls engaged in more non-social functional play than did boys. Boys, however, engaged in more non-social dramatic play than girls. Increased sampling is needed.

SCORS-G and Card Pull Effect of TAT Stories: A Study With a Nonclinical Sample of Children

Assessment ◽  
2018 ◽  
Vol 27 (6) ◽  
pp. 1368-1377 ◽  
Author(s):  
Andrea F. Auletta ◽  
Simone Cupellaro ◽  
Luigi Abbate ◽  
Elena Aiello ◽  
Pamela Cornacchia ◽  
...  
Keyword(s):  
Age Groups ◽  
Thematic Apperception Test ◽  
Global Rating ◽  
The Social ◽  
8Th Grade ◽  
Thematic Apperception ◽  
Rating Method ◽  
Nonclinical Sample ◽  
5Th Grade ◽  
Two Age Groups

Previous research has shown that stimulus pull is one of the contributory factors influencing Thematic Apperception Test (TAT) responses. In recent years, there has been a resurgence of studies examining this. In particular, the Social Cognition and Object Relations Scale–Global Rating Method (SCORS-G) has been employed to examine stimulus pull in adult clinical and nonclinical samples. The present study is the first attempt to examine this issue in a nonclinical sample of children. Ninety-eight children from Italian elementary (1st to 5th grade) and middle (6th to 8th grade) schools provided narratives to six TAT cards (1, 2, 3BM, 4, 8BM, and 16). Some important findings with regard to variance within scales replicate prior findings from other studies. Furthermore, some findings regarding the specific nature of pull for particular TAT cards (1, 2, 3BM, and 4) replicate prior work. Given that Cards 8BM and 16’s SCORS-G stimulus properties have not been previously studied, the pull of these cards is explored. Last, SCORS-G differences/similarities across these two age groups are highlighted. Suggestions for further research in this field are also provided, particularly concerning the use of SCORS-G and TAT for clinical assessment.

scholarly journals Name-giving variations in Kurdistan Province of Iran: An ethnic identity marker categorized

2015 ◽  
Vol 18 (2) ◽  
pp. 5-22 ◽  
Author(s):  
Abbas Eslami-Rasekh ◽  
Mohammad Ahmadvand
Keyword(s):  
Cultural Identity ◽  
Social Factors ◽  
Age Groups ◽  
Civil Registration ◽  
Cultural Preferences ◽  
The Social ◽  
Physical Features ◽  
Diachronic Changes ◽  
Geographical Locations ◽  
Two Age Groups

Name-giving, in addition to being an act of designation or official registration, implies the cultural identity of name-givers. One obvious aspect is showing the social values and practices in an area. This study aims to explore the social factors which motivate namegiving among Kurdish ethnicity of Iran. The corpus of data for the analysis included the National Organization for Civil Registration of Iran, Kurdish websites, interviews, and questionnaires given to Kurdish citizens of Kurdistan. The important classifying variable is the socio-cultural preferences which were compared through using the frequency of different categories of names. The results of the study showed that ten categories would divide first names; the five most frequently used categories of names include: reference to ethical qualities, nature, geographical locations, ancient characters, and outer physical features respectively. Another goal of the study concerned the diachronic changes in namegiving which was carried out by comparing the most frequent names of two age groups: 60 years or older compared with the 25 years or younger. Interesting findings were uncovered which showed three trends of change among the Kurdish name-givers: a shift from common nationwide names towards ethnic Kurdish names, and sectarian to names referring to ethical qualities; additionally, a tendency was observed to move from combined name compounds to simple ones. The implications of these findings might be interpreted as name-givers’ preference for not only maintaining ethnic independence but also an observable desire to display a sense of unity.

Ageing meanings of (ing)

2015 ◽  
Vol 36 (1) ◽  
pp. 48-90 ◽  
Author(s):  
Erik Schleef ◽  
Nicholas Flynn
Keyword(s):  
Life Stage ◽  
Early Adulthood ◽  
Age Groups ◽  
Young Age ◽  
Older Age ◽  
Age Group ◽  
Developmental Constraints ◽  
The Social ◽  
Social Meanings ◽  
Two Age Groups

This study examines the social meanings that speakers associate with variants of the variable (ing) in Manchester, focusing on a comparison of two age groups: a young age group of adolescents and those in very early adulthood, and an older age group. In most English varieties, (ing) has two possible realisations: [ɪŋ] and [ɪn]. However, in Manchester, a third possibility exists: [ɪŋg]. Social meanings differ between age groups on three scales: articulateness, poshness and reliability. When compared to the youths, those in the older age group consider [ɪŋ] to sound substantially more articulate than [ɪn], as well as posher and more reliable than [ɪŋg]. In contrast, those in the younger group consider [ɪŋg] more reliable and posher-sounding than the older speakers. This is due, we argue, to developmental constraints during adolescence, but, more importantly, to life-stage experiences, with social meanings on these three scales altering as speakers leave adolescence behind and become increasingly subject to the standardisation pressures of adult communities.

Promoting Social Interaction through Teaching Generalized Play Initiation Responses to Preschool Children with Autism

1989 ◽  
Vol 14 (1) ◽  
pp. 58-67 ◽  
Author(s):  
Thomas G. Haring ◽  
Laurie Lovinger
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Severe Disabilities ◽  
Free Play ◽  
Treatment Conditions ◽  
The Social ◽  
Play Behaviors ◽  
Students With Severe Disabilities ◽  
Play Initiation ◽  
Social Interaction Skills

Two experiments were conducted to investigate the effects of play initiation training on subsequent social interactions between students with severe disabilities and their nonhandicapped peers within play contexts. In both studies, five nonhandicapped peers were used as training confederates, and generalization probes were conducted within unstructured free-play situations with a larger number of peers who did not participate in training. In Experiment 1, a preschool student with autistic behaviors was integrated into a regular preschool The effects of two treatment conditions were compared: (a) providing an awareness activity plus rewards for the nonhandicapped peers who initiated interactions and (b) teaching initiations and play behaviors to the student with severe disabilities. The results indicated that although the awareness activity plus reward condition increased the frequency of peer initiations, peer responsivity to the initiations by the student with severe disabilities remained low. When the student with severe disabilities was taught to initiate interactions and play appropriately, the level of initiation by the student increased and the level of responsivity by the peers toward his initiations also increased. In Experiment 2, we replicated this effect with two students who were integrated into a kindergarten class. The effects of competent social interaction skills on shaping environments that are responsive to the social initiations of students with severe disabilities are discussed.

scholarly journals Empirical Research on Individual Psychological Characteristics of the Rehabilitation Capacity of People with Chemical Dependence in the Period of Youth and Adulthood

2021 ◽  
Vol 12 (3) ◽  
Author(s):  
Natalia Karnakova ◽  
Evgeniya Vorontsova
Keyword(s):  
Empirical Studies ◽  
Age Groups ◽  
Development Program ◽  
State Institution ◽  
Psychological Characteristics ◽  
Drug Addicts ◽  
Chemical Dependence ◽  
The Social ◽  
Rehabilitation Capacity ◽  
Two Age Groups

The article reflects the ideas about the rehabilitation capacity and components as potentially important in overcoming the disease. Based on the analysis of theoretical and empirical studies, the components of the rehabilitation capacity were identified, revealing the features of the course of the disease of people with chemical dependence in different age groups. The study reflects the results based on the diagnosis of rehabilitators of two age groups: young and mature age, undergoing the social rehabilitation in five structural divisions of the regional state institution "Rehabilitation Center for Drug Addicts "Volya". On the basis of the obtained empirical data, the ratio of the components of the rehabilitation capacity in young and mature age is shown. The specificity of the rehabilitation capacity of chemical addicts in different age groups is noted. The analysis of age differences in the rehabilitation capacity is carried out, the features of the components depending on the age are revealed. It is shown that people with chemical dependence have a low and average level of rehabilitation capacity, therefore, a development program of the identified components is proposed.

scholarly journals The initiation of the students’ meaning formation via the meaning essay

2020 ◽  
Vol 210 ◽  
pp. 18059
Author(s):  
Svetlana Bezoluk ◽  
Elena Azarko ◽  
Veronika Sannikova ◽  
Olga Derezko
Keyword(s):  
Comparative Analysis ◽  
Social Studies ◽  
Age Groups ◽  
Empirical Work ◽  
Value Orientations ◽  
The Internet ◽  
Virtual Communication ◽  
Personal Meanings ◽  
The Social ◽  
Two Age Groups

The author's approach to the technology of “meaning essay” is proposed as a method of initiating the meaning formation of students; the author's interpretation of the term "meaning essay" is given. The authors emphasize the importance of methods and technologies for meaning formation as effective meaning techniques used in the conditions of transformation of education during the transition to the official distance learning. Among the typical disadvantages of “distance education” are discussed the following ones: changes in the form of interaction between teacher and student, decrease of the emotional contact and loss of the emotional connection, transition from the "real" communication - to "virtual" communication via the Internet communications. An "essay" technology is considered from the position of meaning formation. Also the possibilities of a meaning essay as a meaning technique for lessons of the social and humanitarian subjects are shown. A theoretical comparative analysis of the "essays" and "compositions" is carried out. The following mechanisms of initiating the formation of students' meanings are shown: through involvement into the dialogue, actualization of personal meanings and empathy, the comprehension of socialized meanings through awareness and understanding of attitudes, contradictions, values and emotional codes. The article presents the analysis of the value orientations according to the method of M. Rokeach and the content analysis of the semantic sphere of the schoolchildren of two age groups: 12-13 and 16-17 years old. The empirical work carried out allows to form possible themes of the "meaning essays" in relation to social studies lessons for the students of the secondary schools 12-13 years old (the seventh grade).

scholarly journals Specificity of peer conflicts in adolescence

Psihologija ◽  
2009 ◽  
Vol 42 (2) ◽  
pp. 221-238
Author(s):  
Danijela Petrovic
Keyword(s):  
Social Relations ◽  
Age Groups ◽  
Romantic Partners ◽  
The Social ◽  
Resolution Strategy ◽  
Short Time ◽  
Two Age Groups ◽  
Peer Conflicts

The results of the survey conducted on the sample of 530 adolescents are presented in this paper. The sample included two age groups (13 and 16 years). The research was realized in 11 town and 26 schools. The method of the retrospection of the conflict contents, with one week retrospection interval, was used to research the perception of the conflict characteristics. The distinctive characteristics and the effects of the peer conflicts in adolescence have been identified by comparing them to the conflicts with friends, romantic partners, siblings and teachers. According to the results peer conflicts have certain specificity. Although less frequent than conflicts with parents and siblings, the peer conflicts in adolescence are widen phenomenon - on average, the adolescents get in conflict with their peers more than 13 times in a week, almost twice in a day. The most frequent causes are teasing and inappropriate jokes, deliberate provoking, gossips, insults and not respecting the differences in opinion. Peers follow the teachers as the least important persons in the conflict. Compared to the conflicts in other types of the social relations, the conflicts with peers are the least uncomfortable. Yielding is the least, competition the most present resolution strategy in peer conflicts. As well as the most conflicts in this age conflicts with peers are short time episode.

Hedges in Japanese conversation: The influence of age, sex, and formality

2002 ◽  
Vol 14 (2) ◽  
pp. 239-259 ◽  
Author(s):  
Shizuka Lauwereyns
Keyword(s):  
Social Factors ◽  
Age Groups ◽  
Social Variables ◽  
Single Sex ◽  
The Social ◽  
Speech Data ◽  
Casual Speech ◽  
Two Age Groups

Hedges in Japanese conversation are discussed in relation to three social variables: age, sex, and formality. In the present study, hedges are defined as expressions of uncertainty, possibility, or tentativeness, all of which convey a sense of vagueness. I quantified the use of 26 Japanese hedges (e.g., toka ‘or something’, kana ‘I wonder’, nanka ‘like’, and tabun ‘probably’). Three hypotheses were posited to investigate the effect of the social variables: hedges are used (1) more often by younger speakers than by older speakers; (2) more often by women than by men; (3) more often in casual speech than in formal speech. Data of 20 single-sex dyads were collected from two age groups and from both sexes. The data supported hypotheses (1) and (2), but not (3). Most notably, younger female speakers use hedges often. Social factors of the speaker as well as context play an important role in the use of hedges in Japanese conversation.

Sign in / Sign up

Export Citation Format

Share Document