Literaturnachweis - Detailanzeige
Autor/inn/en | Page, Timothy; Eugene, Danielle; Morgan, Christine |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |