Young children’s perceptions of the quality of teacher–child interactions and school engagement in Greek kindergartens

2016 ◽  
Vol 15 (3) ◽  
pp. 323-335 ◽  
Author(s):  
Elena Papadopoulou ◽  
Athanasios Gregoriadis
Keyword(s):  
Preschool Children ◽  
School Engagement ◽  
Positive Interactions ◽  
Northern Greece ◽  
Children’S Perspectives ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Child Relationship ◽  
Ethnicity Differences

The purpose of this study was to examine young children’s perceptions about the quality of their interactions with their teachers and the possible association of teacher–child relationships with children’s school engagement. Additionally, gender and ethnicity differences were investigated regarding both teachers’ and children’s perceptions. Young Children’s Appraisals of Teacher Support and Teacher-Rated Effortful Engagement were used to evaluate children’s perceptions about their teacher–child relationships and teacher’s assessments about children’s school engagement. In all, 232 preschool children and 39 kindergarten teachers from northern Greece participated in the study. Findings provided interesting information about the profile of teacher–child interactions based on children’s perspectives and about the association between the quality of teacher–child interactions and children’s school engagement. More specifically, findings showed that children mostly describe positive interactions with their teachers and that the quality of teacher–child relationship is associated with children’s school engagement.

“Books, physical spaces, rules, people”: A holistic analysis of young Chinese children’s perceptions of public libraries

2021 ◽  
pp. 096100062110071
Author(s):  
Pianran Wang ◽  
Jianhua Xu ◽  
Brian W. Sturm ◽  
Qi Kang ◽  
Yingying Wu
Keyword(s):  
Young Children ◽  
Public Libraries ◽  
Library Services ◽  
Children’S Perspectives ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Classification Index ◽  
Physical Spaces ◽  
Chinese Public ◽  
Theory Technique

Young children’s perceptions of library services are often ignored when providing library services to this group. In order to reveal young children’s perceptions, grounded theory technique was used to analyze the interview data from 92 young Chinese children. The authors first proposed an integrated model of young children’s perceptions of Chinese public libraries, including the elements of books, physical spaces, rules, and people. Subsequently, the model is compared to the adult experts’ perspectives, revealing that young children could perceive all the experts’ proposed services and functions. Besides, they could perceive rules in libraries. Furthermore, young children were able to convert the abstract library classification index system to perceptible clues. The findings could be used to improve library services to accurately conform to young children’s perspectives.

What do children say about tidy-up time? A comparative study of American and Taiwanese children’s perceptions of tidy-up time

2017 ◽  
Vol 12 (4) ◽  
pp. 452-460
Author(s):  
Satomi Izumi-Taylor ◽  
Chia-Hui Lin
Keyword(s):  
Comparative Study ◽  
Qualitative Analysis ◽  
Children’S Perspectives ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Southeastern Us ◽  
Similarities And Differences ◽  
Central Taiwan ◽  
Safe Environments

The purpose of this study was to examine the similarities and differences in American and Taiwanese children’s perspectives of tidy-up time. The participants consisted of 25 American kindergarteners in the southeastern US, and 25 Taiwanese kindergarteners from central Taiwan. Children were asked to respond to five questions regarding tidy-up time. Qualitative analysis of the data yielded four themes: transitions, clean and safe environments, work, and cooperation. All participants associated tidy-up time with transitions. They considered tidy-up as the notion of maintaining clean environments, but only Taiwanese children perceived it to be keeping the classroom safe. Also, all participants viewed such time as work, and as time to cooperate with each other. More Taiwanese children’s responses indicated how they and their teachers cooperate during cleaning as compared to their American counterparts.

Teachers’ attachment orientations and children’s school adjustment: Evidence from a longitudinal study of first graders

2019 ◽  
Vol 37 (2) ◽  
pp. 559-580
Author(s):  
Uri Lifshin ◽  
Inbal Binyamin Kleinerman ◽  
Phillip R. Shaver ◽  
Mario Mikulincer
Keyword(s):  
School Adjustment ◽  
Critical Role ◽  
First Grade ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Attachment Orientations ◽  
Children's Adjustment ◽  
Children’S Adjustment ◽  
Child Relationship ◽  
Attachment To Mother

The goal of this study was to examine the contribution of teachers’ attachment orientations to the teacher–child relationship and to children’s adjustment to school during first grade. We sampled 539 first-grade children and their homeroom teachers ( N = 58), measured teachers’ attachment orientations and children’s attachment to mother at the beginning of the academic year, and followed children’s perceptions of their teachers’ responsiveness and their socioemotional adjustment to school from the beginning to the end of the year. Teachers’ attachment-related avoidance was associated with changes in children’s perceptions of their teachers’ responsiveness and changes in school adjustment during first grade. These prospective effects of teachers’ avoidance on children’s adjustment occurred regardless of variations in the children’s attachment to mother. However, most of the effects depended on the extent to which a child perceived his or her teacher to be a nonresponsive caregiver. Overall, the findings reveal the critical role of teachers’ attachment orientations in shaping children’s adjustment to school.

Gender and Age Differences in Children’s Perceptions of Self-Companion Animal Interactions Expressed through Drawings

2017 ◽  
Vol 25 (1) ◽  
pp. 77-97 ◽  
Author(s):  
Christine Yvette Tardif-Williams ◽  
Sandra Leanne Bosacki
Keyword(s):  
Age Differences ◽  
Companion Animals ◽  
Companion Animal ◽  
Positive Interactions ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Emotional Language ◽  
Gender And Age ◽  
Gender And Age Differences ◽  
Written Descriptions

This study explored gender and age differences in children’s perceptions of their interactions with companion animals, as represented through drawings and written descriptions. The study included 77 school-aged children (50 girls, 27 boys; aged 6 to 12 years) who attended a one-week humane education summer camp that aimed to promote positive interactions with animals. Children completed drawings of their interactions with companion animals and provided accompanying written descriptions. The results suggested that boys’ drawings and written descriptions showed more cognitively-based perceptions of self-companion animal interactions. In contrast, girls’ drawings and written descriptions showed more emotionally-focused perceptions. The drawings and written descriptions of younger (versus older) girls included the highest percentage of emotional language. In contrast, older (versus younger) boys used the highest percentage of emotional language to describe their self-companion animal drawings. Implications for gendered, developmentally sensitive, school-based programs aimed to encourage positive interactions between children and animals are discussed.

Methodological Inquiry into Elicitation Procedures: Cognitive Mapping and Free Listing

1980 ◽  
Vol 51 (3) ◽  
pp. 931-934 ◽  
Author(s):  
J. Raul Magaña ◽  
Dennis K. Norman
Keyword(s):  
Experimental Data ◽  
Comparative Analysis ◽  
Direct Effect ◽  
Cognitive Mapping ◽  
Environmental Perception ◽  
Children's Perceptions ◽  
Task Specificity ◽  
Children’S Perceptions ◽  
Mapping Task

This study investigated the effect of two methods of eliciting data concerning environmental perception among children of Guadalajara, Mexico and Newton, Massachusetts. The two tasks used to assess children's perceptions of their environment were a cognitive mapping task commonly employed in previous research and a free-listing task. Data demonstrated that task specificity has a direct effect on the kind and quality of environmental elements children use to describe their environment. It is concluded that elicitation procedures should be examined thoroughly and systematically before developmental or comparative analysis is performed on experimental data.

Gender Association of Musical Instruments and Preferences of Fourth-Grade Students for Selected Instruments

1992 ◽  
Vol 40 (2) ◽  
pp. 93-103 ◽  
Author(s):  
Judith K. Delzell ◽  
David A. Leppla
Keyword(s):  
Fourth Grade ◽  
Musical Instruments ◽  
Primary Reason ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Fourth Grade Students ◽  
Gender Association ◽  
Moderate Relationship

The purpose of this study was fourfold: (a) to measure possible changes in gender association of musical instruments from earlier research, (b) to estimate current preferences of fourth-grade students for selected instruments, (c) to gain an understanding of reasons expressed by students for preferring certain instruments and not others, and (d) to compare students' perceptions of their peers' preferences to the actual choices their peers made. Findings indicate the magnitude of gender associations has lessened; however, such associations are still noticeably present. Instrument positions on the masculine-feminine continuum remain relatively stable. The majority of the fourth-grade subjects preferred drums, saxophone, or flute, followed in descending order by clarinet, trumpet, violin, trombone, and cello. “Quality of sound” was a primary reason cited for wanting to play an instrument; “too difficult to play” was a primary reason for not wanting to play an instrument. Children's perceptions of their peers' preferences bore a moderate relationship to what their peers actually chose, with girls more accurate in predicting preferences of boys than vice versa.

Young children’s perceptions of their relationships with family members: Links with family setting, friendships, and adjustment

2001 ◽  
Vol 25 (6) ◽  
pp. 521-529 ◽  
Author(s):  
Wendy Sturgess ◽  
Judy Dunn ◽  
Lisa Davies
Keyword(s):  
Family Relationships ◽  
Family Members ◽  
Family Type ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Externalising Problems ◽  
Mother And Child ◽  
Family Setting ◽  
The Relationship

A total of 258 children aged 4-7 years, from 192 families of diverse structure (stepfather, single parent, stepmother/complex stepfamilies, and nonstep families), participated in this study of young children’s perceptions of their family relationships. Children completed a Four Field Map, in which they placed their family members and friends in a series of concentric circles representing the closeness of the relationship. Biological relatedness and family type affected the placement of fathers, but not mothers or siblings; children in stepfather families were more likely to place their stepfathers as “not close”. Links were found between the quality of child-mother and child-sibling relationships and the closeness of children’s friendships. Children’s externalising problems were related to their perceptions of their relationships with fathers and their prosocial behaviour to their closeness with both fathers and mothers.

Children's Perceptions About the Quality of Pediatric Nursing Care: A Large Multicenter Cross-Sectional Study

2018 ◽  
Vol 50 (3) ◽  
pp. 287-295 ◽  
Author(s):  
Dania Comparcini ◽  
Valentina Simonetti ◽  
Marco Tomietto ◽  
Helena Leino-Kilpi ◽  
Tiina Pelander ◽  
...  
Keyword(s):  
Nursing Care ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Pediatric Nursing ◽  
Cross Sectional ◽  
Children's Perceptions ◽  
Children’S Perceptions

Children’s Perceptions of and Engagement in Urban Resilience in the United States and Mexico

2017 ◽  
Vol 39 (1) ◽  
pp. 7-17 ◽  
Author(s):  
Victoria Derr ◽  
Yolanda Corona ◽  
Tuline Gülgönen
Keyword(s):  
United States ◽  
Mexico City ◽  
The United States ◽  
Urban Resilience ◽  
Children’S Perspectives ◽  
Social Challenges ◽  
Children's Perceptions ◽  
Children’S Perceptions

Resilience planning is increasingly employed as a means for cities to anticipate and plan for environmental and social challenges. Children’s perspectives are underrepresented in this domain. Through drawings, murals, photographs, videos, and dialogues, children shared their perspectives on resilience in two disparate cities—Boulder, Colorado, USA, and Mexico City, Mexico. Elements that support and negate resilience were consistent between cities. However, the negative aspects of physical and social safety were more acutely felt in Mexico City. While children were clear about what composes a resilient city, integration of these ideas into resilience planning was more challenging, especially in Mexico City.

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