Children's Narrative Representations of Peers and Teachers in 3 New Classroom Scenarios

Autor/inn/en	Page, Timothy; Eugene, Danielle; Morgan, Christine
Titel	Children's Narrative Representations of Peers and Teachers in 3 New Classroom Scenarios
Quelle	In: Early Child Development and Care, 191 (2021) 5, S.685-698 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Page, Timothy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1643848
Schlagwörter	Narration; Peer Relationship; Teacher Student Relationship; Toys; Story Telling; Socioeconomic Status; Aggression; Attachment Behavior; Prediction; Caregivers; Parent Child Relationship; Gender Differences; Child Development; Elementary School Students; Student Attitudes; Video Technology; Correlation + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Toy; Spielzeug; Socio-economic status; Sozioökonomischer Status; Attachment; Bindungsverhalten; Vorhersage; Caregiver; Carer; Betreuungsperson; Pfleger; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Geschlechterkonflikt; Kindesentwicklung; Schülerverhalten; Korrelation
Abstract	Narrative Story-Stem Tasks (NSST) assess young children's perceptions of close relationship qualities via the spontaneous narratives they create in response to story beginnings using doll-like figures. Most NSST research to date has focused on family relationships. This study extends this research to children's perceptions of relationships with teachers (caregiving and attachment) and peers (exploration, mutuality, and aggression) in school settings. Three new story-stems were created for this purpose. A racially and economically diverse sample (n = 39) was recruited from two school systems in the U.S. As predicted, girls were more likely to enact relational aggression in their narratives. Children attending the higher SES school were significantly more likely to enact representations of teachers as caregivers, and representations of parental and teacher caregiving were significantly associated. Parent-reported perceptions of their children's teachers were significantly associated with children's narrative representations of attachment behaviour directed toward teachers. Implications for policy and services are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01