Peer Interaction Patterns in Mixed-Age and Same-Age Chinese Kindergarten Classrooms: An Observation-Based Analysis

Autor/inn/en	Wu, Jianfen; Lin, Wenqi; Ni, Lingjun
Titel	Peer Interaction Patterns in Mixed-Age and Same-Age Chinese Kindergarten Classrooms: An Observation-Based Analysis
Quelle	In: Early Education and Development, 33 (2022) 3, S.541-553 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Jianfen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1909262
Schlagwörter	Foreign Countries; Peer Relationship; Interaction; Preschool Children; Preschool Education; Mixed Age Grouping; Classroom Environment; Age Differences; Gender Differences; Student Behavior; China + Suchen Sie Ihr Suchwort? Ausland; Peer-Beziehungen; Interaktion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Jahrgangsübergreifende Gruppe; Klassenklima; Unterrichtsklima; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Student behaviour; Schülerverhalten
Abstract	Research Findings: This study compared the peer interaction patterns in mixed-age and same-age Chinese preschool classrooms using videotaped behavioral observations. A total of 179 children (ages 3-6) from three mixed-age classes and three same-age classes were involved in this study. A total of 170 valid videos were obtained, including 85 videos from the mixed-age (M[subscript age] = 58.99 months, SD = 10.09, 34% girls) classrooms and 85 from the same-age (M[subscript age] = 57.74 months, SD = 10.84, 43% girls) classrooms. The results revealed that: (1) there was a significant age effect in the frequency and duration of peer interactions, with older children having more and longer interactions; (2) there was a significant between-group difference in the duration of peer interactions, with MA having a longer duration than SA; (3) there was a significant same-gender preference with children preferring interacting with the same gender peers; (4) the MA classrooms had significantly more positive interactions and significantly less neutral and negative interactions than the SA classrooms; and (5) the MA classrooms engaged in significantly more dominating and less neutral interactions than the SA ones. Practice or Policy: These findings have implications for early childhood teaching, classroom organization, and classroom management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01