Children's Representations of Relationships with Mothers, Teachers, and Friends, and Associations with Social Competence

Autor/in	Vu, Jennifer A.
Titel	Children's Representations of Relationships with Mothers, Teachers, and Friends, and Associations with Social Competence
Quelle	In: Early Child Development and Care, 185 (2015) 10, S.1695-1713 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1022538
Schlagwörter	Mothers; Parent Child Relationship; Interpersonal Competence; Teacher Student Relationship; Preschool Children; Preschool Teachers; Parent Attitudes; Teacher Attitudes; Peer Relationship; Expressive Language; Attachment Behavior; Narration; Statistical Analysis; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Elternverhalten; Lehrerverhalten; Peer-Beziehungen; Attachment; Bindungsverhalten; Statistische Analyse
Abstract	This study describes the use of story stems in order to determine children's representations of relationships with mothers, teachers, and friends, and how these representations are related to mother- and teacher-rated social competence. Thirty preschool-aged children were administered the story stem tasks featuring three different interactional partners, which were then coded for quality of the portrayed relationship. Mothers and teachers were also asked to rate children's social competence. Findings suggest that children generally have similar, but not identical, working models of their relationships with mothers and teachers which are related to internal working models of their relationships with friends. Furthermore, elements of children's narratives about teachers and friends were related to teacher's ratings of children's social competence. Findings from this study demonstrate the dynamic and interactive nature of children's representations of relationships with their mothers, teachers, and friends. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01