The Meaning of ‘We-ness’ in Young Children during Social Interactions with Peers

2020 ◽  
Vol 24 (2) ◽  
pp. 271-293
Author(s):  
Wheetai Kim
Keyword(s):  
Young Children ◽  
Social Interactions ◽  
Interactions With Peers

scholarly journals Supporting Executive Function Skills in Early Childhood: Using a Peer Buddy Approach for Community, Confidence, and Citizenship

2016 ◽  
Vol 3 (1) ◽  
pp. 158 ◽  
Author(s):  
Kathleen I. Harris
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Academic Success ◽  
Young Children ◽  
Social Interactions ◽  
Community Building ◽  
Classroom Community ◽  
Problem Solving Skills ◽  
Cognitive Decision ◽  
Positive Social Skills

<p>This article provides a descriptive overview of a peer buddy program designed to develop and support young children’s executive functioning in early childhood classrooms. The author defines and categorizes executive function skills and analyzes their development in early childhood and benefits in the continued academic success of young children. The steps in creating a peer buddy program are explained, and a framework is provided for teachers to help the entire class develop effective executive function skills while facilitating positive social skills for classroom community building and citizenship. By supporting young children in their efforts to develop stronger executive function skills, teachers build resilience and help them discover their strengths for facilitating social interactions, problem-solving skills, and confidence in cognitive decision making to be successful citizens at home and in school.</p>

scholarly journals A Wearable Camera Detects Gaze Peculiarities during Social Interactions in Young Children with Pervasive Developmental Disorders

2014 ◽  
Vol 6 (4) ◽  
pp. 274-285 ◽  
Author(s):  
Silvia Magrelli ◽  
Basilio Noris ◽  
Patrick Jermann ◽  
Francois Ansermet ◽  
Francois Hentsch ◽  
...  
Keyword(s):  
Young Children ◽  
Social Interactions ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Wearable Camera

scholarly journals Doubling down on serendipity

2017 ◽  
Vol 24 ◽  
Author(s):  
Catherine E. Snow
Keyword(s):  
Language Acquisition ◽  
Young Children ◽  
Language Development ◽  
Social Interactions ◽  
Social Environment ◽  
Language Skills ◽  
Doctoral Student ◽  
To Come ◽  
Minority View ◽  
The Relationship

The lessons I have learned over the last many years seem always to come in pairs – a lesson about the findings that brings with it a lesson about life as a researcher...Lesson 1. Even as a doctoral student, I believed that the sorts of social interactions young children had with adults supported language acquisition. In 1971, when I completed my dissertation, that was a minority view, and one ridiculed by many. I was, unfortunately, deflected from a full-on commitment to research on the relationship between social environment and language development for many years by the general atmosphere of disdain for such claims. In the intervening years, of course, evidence to support the claim has accumulated, and now it is generally acknowledged that a large part of the variance among children in language skills can be explained by their language environments. This consensus might have been achieved earlier had I and others been braver about pursuing it.[Download the PDF and read more...]

Observations of food consumption in a daycare setting

2015 ◽  
Vol 16 (4) ◽  
pp. 420-437 ◽  
Author(s):  
Regina Ahn ◽  
Michelle R. Nelson
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Social Interactions ◽  
Food Consumption ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Eating Habits ◽  
Participant Observation ◽  
Content Type ◽  
Healthy Eating Habits

Purpose – The purpose of this paper is to examine the behaviors and social interactions among preschool children and their teachers during food consumption at a daycare facility. Using social cognitive theory, the goal is to identify how role modeling, rules, behaviors and communication shape these young consumers’ health-related food consumption and habits. Design/methodology/approach – This study was conducted in a US daycare facility among preschool children (aged four years) over a three-month period. Qualitative ethnographic methods included participant and non-participant observation of meals and snack-time. Findings – Findings from the observations revealed that teachers’ food socialization styles and social interactions with peers cultivate children’s food consumption. In addition, commensality rules set by the childcare institution also help children learn other valuable behaviors (e.g. table manners and cleaning up). Research limitations/implications – The study was conducted in one location with one age group so the results may not be generalized to all children. As more young children spend time in preschools and daycare centers, the understanding of how these settings and the caregivers and peers influence them becomes more important. Preschool teachers can influence their young students’ food consumption through their actions and words. Training teachers and cultivating educational programs about ways to encourage healthy eating habits could be implemented. Originality/value – The paper offers observations of actual behaviors among young children in a naturalistic setting.

The Study of Prosocial Emotions in Early Childhood: Unique Opportunities and Insights

2020 ◽  
Vol 12 (4) ◽  
pp. 278-279
Author(s):  
Robert Hepach ◽  
Amrisha Vaish
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Social Interactions ◽  
Early Ontogeny ◽  
Cooperative Relationships

The study of young children’s prosocial emotions, especially as they regulate children’s social interactions toward cooperative ends, is burgeoning. We join Algoe (2020) and Tsang (2020) in their assessment that early ontogeny provides a unique window into the study of prosocial emotions, and that the behavioural methods developed to study prosocial emotions in young children could productively be employed across the lifespan. One particularly intriguing question moving forward is to what degree the role of prosocial emotions within kin relationships is comparable to or different from the functions they fulfil in regulating cooperative relationships with nonkin (peers).

scholarly journals Social Interaction in Young Children with Inflicted and Accidental Traumatic Brain Injury: Relations with Family Resources and Social Outcomes

2013 ◽  
Vol 19 (5) ◽  
pp. 497-507 ◽  
Author(s):  
Linda Ewing-Cobbs ◽  
Mary R. Prasad ◽  
Donna Mendez ◽  
Marcia A. Barnes ◽  
Paul Swank
Keyword(s):  
Traumatic Brain Injury ◽  
Social Interaction ◽  
Brain Injury ◽  
Young Children ◽  
Social Interactions ◽  
Social Engagement ◽  
Injury Severity ◽  
Social Outcomes ◽  
Social Responsiveness ◽  
Family Resources

AbstractCore social interaction behaviors were examined in young children 0–36 months of age who were hospitalized for accidental (n= 61) or inflicted (n= 64) traumatic brain injury (TBI) in comparison to typically developing children (n= 60). Responding to and initiating gaze and joint attention (JA) were evaluated during a semi-structured sequence of social interactions between the child and an examiner at 2 and 12 months after injury. The accidental TBI group established gaze less often and had an initial deficit initiating JA that resolved by the follow-up. Contrary to expectation, children with inflicted TBI did not have lower rates of social engagement than other groups. Responding to JA was more strongly related than initiating JA to measures of injury severity and to later cognitive and social outcomes. Compared to complicated-mild/moderate TBI, severe TBI in young children was associated with less responsiveness in social interactions and less favorable caregiver ratings of communication and social behavior. JA response, family resources, and group interacted to predict outcomes. Children with inflicted TBI who were less socially responsive and had lower levels of family resources had the least favorable outcomes. Low social responsiveness after TBI may be an early marker for later cognitive and adaptive behavior difficulties. (JINS, 2013,19, 1–11)

The Behavioral Assessment of Social Interactions in Young Children: An examination of convergent and incremental validity

2011 ◽  
Vol 5 (2) ◽  
pp. 768-774 ◽  
Author(s):  
Emily H. Callahan ◽  
Jennifer M. Gillis ◽  
Raymond G. Romanczyk ◽  
Richard E. Mattson
Keyword(s):  
Young Children ◽  
Social Interactions ◽  
Behavioral Assessment ◽  
Incremental Validity
Sign in / Sign up

Export Citation Format

Share Document