Understanding Solitude: Young Children's Attitudes and Responses toward Hypothetical Socially Withdrawn Peers

Autor/inn/en	Coplan, Robert J.; Girardi, Alberta; Findlay, Leanne C.; Frohlick, Sherri L.
Titel	Understanding Solitude: Young Children's Attitudes and Responses toward Hypothetical Socially Withdrawn Peers
Quelle	In: Social Development, 16 (2007) 3, S.390-409 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2007.00390.x
Schlagwörter	Shyness; Young Children; Child Behavior; Foreign Countries; Grade 1; Psychological Patterns; Attitude Measures; Interpersonal Competence; Kindergarten; Elementary School Students; Antisocial Behavior; Intention; Emotional Response; Peer Relationship; Withdrawal (Psychology); Social Development; Canada + Suchen Sie Ihr Suchwort? Schüchternheit; Frühe Kindheit; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Interpersonale Kompetenz; Emotionales Verhalten; Peer-Beziehungen; Rückzugsverhalten; Soziale Entwicklung; Kanada
Abstract	The goal of the present study was to explore young children's attitudes and responses to different forms of social withdrawal by eliciting responses to hypothetical vignettes. Participants included 137 children (49 boys, 88 girls) in kindergarten and grade 1 classes (M[subscript age] = 75.94 months, SD = 9.03) in Ottawa, Canada. Parents rated child characteristics, including shyness, unsociability and aggression. Children were also interviewed individually and presented with a series of hypothetical vignettes describing the behaviors of "shy, unsociable, aggressive" and "socially competent" children. In response to each vignette, children were asked a series of questions designed to assess their perceptions, attitudes and responses toward each child behavior. Results suggested that young children made surprisingly sophisticated distinctions between shyness and unsociability, demonstrating differences in terms of attributions of behavioral intent, liking and sympathetic responses. In addition, unsociable children evidenced a distinct pattern of responses to hypothetical peers. These findings add to the growing body of research distinguishing different forms of social withdrawal, and shed some light as to why unsociability in early childhood may not be so "benign." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10