Observations and Ratings of Preschool Children's Social Behavior: Issues of Representativeness and Validity

Autor/inn/en	McKevitt, Brian C.; Elliott, Stephen N.
Titel	Observations and Ratings of Preschool Children's Social Behavior: Issues of Representativeness and Validity
Quelle	In: Psychology in the Schools, 42 (2005) 1, S.13-26 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20023
Schlagwörter	Social Behavior; Observation; Validity; Play; Preschool Children; Behavior Rating Scales; Student Behavior; Behavior Problems; Down Syndrome; Interpersonal Competence + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Beobachtung; Gültigkeit; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student behaviour; Schülerverhalten; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Interpersonale Kompetenz
Abstract	Data were gathered from videotaped recordings of two preschool children engaged in unstructured free play over 12 days each. Observers coded behavior from the videotapes and completed a behavior rating scale for each child after every two observation sessions. Teachers also completed two behavior rating scales per child. Results indicated that at least three 30-min observation sessions were required to reliably represent a child's overall behavior. Moderate correlations were obtained when observations were compared with teachers' and observers' own ratings, indicating the behavior rating scale did an adequate job of reflecting actual observed behavior. The implications of these results for researchers and practitioners are discussed. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10