“But I had it first!” Young children, possession, and social problem solving

2020 ◽  
Vol 24 (2) ◽  
pp. 21-25
Author(s):  
Julie Treweek ◽  
Janette Kelly-Ware
Keyword(s):  
New Zealand ◽  
Problem Solving ◽  
Young Children ◽  
Social Problem ◽  
Teaching Practice ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Social Problem Solving ◽  
Problem Solve

This qualitative case study research explored children’s social disputes in one New Zealand kindergarten. The disputes typically related to the possession of resources and space. “First possession” was found to be significant, hence the name of this article. The notion that children have to experience “possession” and “ownership” to learn about these fundamental concepts was reinforced. Young children’s problem solving during peer disputes was identified and teachers were seen “stepping back”, thus providing children with time and space to work through their disputes. Teachers reading this article will recognise the importance of having a shared philosophy that drives teaching practice. They will also be provoked to consider how they support children to problem solve and work through their disputes with others, and consider video as a reflective tool for improving their practice.

Worry, Beliefs about Worry and Problem Solving in Young Children

2011 ◽  
Vol 39 (5) ◽  
pp. 507-521 ◽  
Author(s):  
Charlotte Wilson ◽  
Claire Hughes
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Social Problem ◽  
Social Problem Solving ◽  
Developmental Factors ◽  
Problem Situations ◽  
Negative Beliefs ◽  
Solution Generation ◽  
Adults And Children ◽  
Pathological Worry

Background: Childhood worry is common, and yet little is known about why some children develop pathological worry and others do not. Two theories of adult worry that are particularly relevant to children are Davey's problem-solving model in which perseverative worry occurs as a result of thwarted problem-solving attempts, and Wells’ metacognitive model, in which positive and negative beliefs about worry interact to produce pathological worry. Aims: The present study aimed to test hypotheses that levels of worry in young children are associated with poor or avoidant solution generation for social problems, and poor problem-solving confidence. It also aimed to explore beliefs about worry in this age group, and to examine their relationships with worry, anxiety and age. Method: Fifty-seven young children (6–10 years) responded to open ended questions about social problem-solving situations and beliefs about worry, and completed measures of worry, anxiety and problem-solving confidence. Results: Children with higher levels of worry and anxiety reported using more avoidant solutions in social problem situations and children's low confidence in problem solving was associated with high levels of worry. Children as young as 6 years old reported both positive and negative beliefs about worry, but neither were associated with age, gender, or level of anxiety or worry. Conclusions: Results indicate similarities between adults and children in the relationships between problem-solving variables and worry, but not in relationships between beliefs about worry and worry. This may be due to developmental factors, or may be the result of measurement issues.

Social Problem Solving and Strategy Use in Young Children

2008 ◽  
Vol 169 (1) ◽  
pp. 92-112 ◽  
Author(s):  
Vanessa A. Green ◽  
Antonius H.N. Cillessen ◽  
Ruth Rechis ◽  
Meagan M. Patterson ◽  
Julie Milligan Hughes
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Social Problem ◽  
Social Problem Solving ◽  
Strategy Use

scholarly journals 8. A Team Approach to Supporting Pedagogical Change in University eLearning Environments

2011 ◽  
Vol 4 ◽  
pp. 46
Author(s):  
E. Marcia Johnson
Keyword(s):  
New Zealand ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Social Economic ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Tertiary Level ◽  
Team Approach ◽  
Pedagogical Change

In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting eLearning as a way to engage and motivate students. This paper reports on the first of a two-year (2009-2010) qualitative case study research project in New Zealand. A snapshot of each of the four 2009 cases and some focused findings are provided, followed by a discussion of implications for researchers investigating technology implementation in tertiary settings.

834-P: Understanding Risks for Depressive Symptoms among Caregivers of Young Children Newly Diagnosed with T1D: The Role of Social Support and Social Problem-Solving

Diabetes ◽  
2020 ◽  
Vol 69 (Supplement 1) ◽  
pp. 834-P
Author(s):  
CHRISTINE H. WANG ◽  
MANUELA SINISTERRA ◽  
NICOLE HERRERA ◽  
CARRIE TULLY ◽  
LAUREN CLARY ◽  
...  
Keyword(s):  
Social Support ◽  
Depressive Symptoms ◽  
Problem Solving ◽  
Young Children ◽  
Social Problem ◽  
Social Problem Solving ◽  
Newly Diagnosed

Qualitative Case Study Research Design

2015 ◽  
Vol 25 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Jennifer Tetnowski
Keyword(s):  
Research Design ◽  
Real World ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Study Research

Qualitative case study research can be a valuable tool for answering complex, real-world questions. This method is often misunderstood or neglected due to a lack of understanding by researchers and reviewers. This tutorial defines the characteristics of qualitative case study research and its application to a broader understanding of stuttering that cannot be defined through other methodologies. This article will describe ways that data can be collected and analyzed.

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