Children's strategies for making friends when starting school

STARTING SCHOOL IS A critical and potentially stressful time for many young children, and having supportive relationships with parents, teachers and peers and friends offer better outcomes for school adjustment and social relationships. This paper explores matters of friendship when young children are starting school, and how they initiate friendships. In audio-recorded conversations with researchers, the children proposed a number of strategies, including making requests, initiating clubs and teams, and peer intervention to support a friend. Their accounts drew on social knowledge and relational understandings, and showed that having someone, a friend, to play with was important for starting school. Children gave serious attention to developing strategies to initiate friendships.

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Les reprÃ©sentations des enfants de 5-6 ans sur la fusion et la solidification du sel, comme support pour le dÃ©ploiement des activitÃ©s didactiques

INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY ◽

10.24297/ijrem.v6i3.3867 ◽

2015 ◽

Vol 6 (3) ◽

pp. 943-947 ◽

Cited By ~ 1

Author(s):

Konstantinos Ravanis

Keyword(s):

Young Children ◽

Empirical Research ◽

School Children ◽

Physical World ◽

Scientific Model ◽

Open Type ◽

Different Types ◽

Individual Conversations ◽

Melting And Solidification

The representation of the properties and phenomena of the physical world exists from the beginning of life, as a first datum of reality. In several studies focused on children's representations we find that these representations these representations are critical to education and are often incompatible with the scientific model. This article presents the results of an empirical research on the representations of young children for melting and solidification of salt. The research sample consisted of 79 pre-school children (five to six years old) from one state kindergarten in Greece. Data were collected through expanded, open type, semi-structured individual conversations between a child of the sample and one researcher. The results of the interviews show that these children use different types of representations, the majority dominated by the nature of the substance under study.

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Food-Choice Values of Elementary School Children and Strategies Used to Influence Mothers’ Food Purchasing Decisions

Current Developments in Nutrition ◽

10.1093/cdn/nzaa051_017 ◽

2020 ◽

Vol 4 (Supplement_2) ◽

pp. 720-720

Author(s):

Nazratun Monalisa ◽

Edward Frongillo ◽

Christine Blake ◽

Susan Steck ◽

Robin DiPietro

Keyword(s):

Elementary School ◽

South Carolina ◽

School Children ◽

Food Choice ◽

Elementary School Children ◽

Healthy Foods ◽

Purchasing Decisions ◽

Food Purchasing ◽

Food Purchases ◽

Children's Strategies

Abstract Objectives This study aimed to understand the values held by elementary school children in constructing food choices and the strategies they used to influence their mothers’ food purchasing decisions. Methods Semi-structured qualitative interviews were conducted with 40 elementary school children (aged 6–11 years) and their mothers living in South Carolina. Food choice information was collected only from children and strategies to influence mothers’ food purchases were collected from both children and mothers. The interviews were audio-recorded, transcribed verbatim, and open-coded. Coding matrices were used to compare children's and mothers’ responses on the children's strategies to influence mothers’ food purchasing decisions. Results Children most valued taste, texture, and flavor of the food items, followed by perceived benefits, happiness, craving, following family and friends, the items’ healthfulness, preparation, and presentation when they made food choice decisions. Children reported 157 strategies that they used to influence mothers’ purchasing decisions. Mothers had concordance with 80 strategies that children mentioned. In mother-child dyads, more concordance was observed between mothers and sons than between mothers and daughters. The most common and successful strategies from both the children's and mothers’ perspectives were reasoned requests, repeated polite requests, and referencing friends. Other strategies included offers to contribute money or service, teaming up with siblings, writing a shopping list, and grabbing desired items. Mothers perceived that children had a lot of influence on their food purchasing decisions. Conclusions Children were aware of the strategies that would get positive reactions from their mothers. Mothers’ acknowledgement of children's influence on their food purchase decisions suggests that children can serve as change agents for improving mothers’ food purchases if children prefer healthy foods. Interventions are needed for mothers to help address children's strategies to influence mothers to purchase unhealthy foods and make healthy foods more appealing to children instead of yielding to children's requests for unhealthy items. Funding Sources SPARC grant and Ogoussan Doctoral Research Award from the University of South Carolina.

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Formation of internal structure in a lexical category

Journal of Child Language ◽

10.1017/s0305000900007832 ◽

1983 ◽

Vol 10 (2) ◽

pp. 381-399 ◽

Cited By ~ 1

Author(s):

Mark E. Bernstein

Keyword(s):

Young Children ◽

Internal Structure ◽

Recent Work ◽

School Children ◽

Concept Formation ◽

Rank Order ◽

Paired Comparisons ◽

Internal Representations ◽

Function Information ◽

Lexical Concept

ABSTRACTWhat does the word chair mean? How does the category of objects bearing this name differ between adults and pre-school children? And how does the knowledge of a possible function of an object affect subjects' judgements? Answers to these questions were sought by means of sorting and rank ordering tasks. Subjects were shown drawings of a variety of objects on which one could sit, and were asked to indicate which ones they would call chairs. Those objects so judged to be category members were rank ordered for degree of typicality (or ‘best example’) by a paired-comparisons procedure. Half the subjects saw drawings of the objects alone, while the others saw a person sitting on each object. The results revealed that adults consistently judged some objects to be better examples than others, and that the provision of function information affected the judgements in a characteristic way. A different, less stable typicality structure was found in the children's category. Function cues caused the children's rank order judgements to change greatly. These findings are discussed within the framework of some recent theories of lexical concept formation in young children, and in relation to recent work on the nature of internal representations.

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“Trying my Hardest”

International Review of Qualitative Research ◽

10.1525/irqr.2008.1.2.173 ◽

2008 ◽

Vol 1 (2) ◽

pp. 173-194 ◽

Cited By ~ 7

Author(s):

Jude Robinson

Keyword(s):

Social Context ◽

Young Children ◽

Social Relationships ◽

Environmental Tobacco Smoke ◽

Tobacco Smoke ◽

Smoke Exposure ◽

Gender Inequalities ◽

Children In Poverty ◽

The Media ◽

And Coping

Despite what is known about gender inequalities and the links between smoking, smoke exposure, and poverty, mothers who fail to protect their children from exposure to environmental tobacco smoke (ETS), are often stigmatized as uncaring mothers by the media. Here I describe the process of talking to mothers of young children about the wider social context(s) within which the act of smoking takes place, and their reflections on the paradox of why many women caring for young children still expose their children to tobacco smoke in home environments. By articulating the complex interrelationship between smoking, the maintenance of social relationships, caring for children, and coping with poverty, the women present an alternative conceptualisation as to why and how mothers direct their agency to enable them to care for their children in poverty, which questions the timing, messages and ultimate effect of giving home smoking advice to mothers with young children.

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Using Online Learning Environments With Kindergarten Children During the COVID-19 Emergency

Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic - Advances in Mobile and Distance Learning ◽

10.4018/978-1-7998-6557-5.ch007 ◽

2021 ◽

pp. 125-143

Author(s):

Martina Benvenuti ◽

Augusto Chioccariello ◽

Sabrina Panesi

Keyword(s):

Online Learning ◽

Learning Environments ◽

Social Relationships ◽

School Children ◽

Kindergarten Children ◽

Classroom Teachers ◽

Trial And Error ◽

Teacher Interviews ◽

Teachers And Parents ◽

Children’S Work

This chapter explores kindergarten children's use of specific online applications such as WhatsApp and YouTube to maintain social relationships between each other and with their classroom teachers during the COVID-19 pandemic lockdown. Using Vygotskian theorisation of learning through interaction with more expert people (teachers and parents) and Leontev's theory of functional organ, this study verifies that children often learned without an expert's presence, using strategies such as trial and error and discussion, and through maintaining social relationships among themselves and with their teachers. Specifically, the study involved two Italian kindergartens (42 children) and six teachers. Analysis of the children's work and of teacher interviews shows that, during the Italian lockdown, the pre-school children used applications as learning environments in the form of functional organs, and this proved useful for carrying on kindergarten activities and for maintaining social relationships.

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Psychological Problems of Pre-School Children in an Inner Urban Area

The British Journal of Psychiatry ◽

10.1192/bjp.131.6.623 ◽

1977 ◽

Vol 131 (6) ◽

pp. 623-630 ◽

Cited By ~ 7

Author(s):

John Coleman ◽

Desmond Pond ◽

Bernice Rothwell ◽

Wendy Burtenshaw

Keyword(s):

Young Children ◽

Urban Area ◽

Child Psychiatry ◽

School Children ◽

School Child ◽

Psychological Problems ◽

Very Young Children ◽

Treatment Procedures ◽

New Look

Attitudes to the treatment of the pre-school child today stem very largely from the mainstream traditions in classical child psychiatry, the most powerful of which is still probably psychoanalysis. Recent articles (e.g. Freud, 1966; Frommer, 1967; Bentovim and Boston, 1973) describing treatment units for very young children exemplify very clearly the influence of these traditions and illustrate the difficulty of breaking new ground in conceptualizing treatment procedures. It will be the purpose of this paper to take issue with such traditions, and to argue that it is time for a new look at pre-school child psychiatry.

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An investigation of the music activity preferences of pre-school children

British Journal of Music Education ◽

10.1017/s0265051700000140 ◽

2000 ◽

Vol 17 (1) ◽

pp. 51-60 ◽

Cited By ~ 24

Author(s):

Nita Temmerman

Keyword(s):

Young Children ◽

School Children ◽

Level Of Involvement ◽

Life Attitudes ◽

Children's Attitudes ◽

Activity Preferences ◽

Important Objective ◽

Musical Activities

Life attitudes to, level of involvement with and success in musical learning are all tied to first musical experiences. Consequently an important objective in the planning of any musical programme for young children is to acknowledge their interests in and attitudes to different musical activities. The purpose of this investigation was to determine young children's attitudes to musical activities included in their pre-school musical programme. In particular it sought to discern if preferences exist for certain activities. What emerged from the investigation is that pre-school children generally appear to respond favourably towards involvement in all musical activities but that preferences do exist for moving and playing based activities.

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DEVELOPMENT OF NON-VERBAL MEANS OF COMMUNICATION IN PRIMARY SCHOOL CHILDREN WITH STUTTERING IN THE PROCESS OF COMPLEX CORRECTION

10.37386/2687-0576-2021-3-249-252 ◽

2021 ◽

pp. 249-252

Author(s):

Yu. A. Kalyaeva ◽

Keyword(s):

Primary School ◽

Social Relationships ◽

School Children ◽

Primary School Children ◽

Social Activities ◽

Primary School Students ◽

School Students ◽

Social Rehabilitation ◽

The Social

The article reveals the need for the development of non-verbal means of communication in primary school students with stuttering, the ultimate goal of which is the social rehabilitation of a stuttering child, which includes not only the re-education of his personality and speech, but also the development of social relationships in order to integrate the acquired knowledge into educational and social activities.

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