An Ecobehavioral Analysis of Social Behavior across Learning Contexts in Kindergarten

Autor/inn/en	DiCarlo, Cynthia F.; Ota, Carrie; Deris, Aaron
Titel	An Ecobehavioral Analysis of Social Behavior across Learning Contexts in Kindergarten
Quelle	In: Early Childhood Education Journal, 49 (2021) 4, S.657-668 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DiCarlo, Cynthia F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01103-y
Schlagwörter	Social Behavior; Kindergarten; Preschool Children; Educational Environment; Self Esteem; Persistence; Self Expression; Prosocial Behavior + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-esteem; Selbstaufmerksamkeit; Ausdauer; Ausdruck
Abstract	The purpose of the present study was to examine the opportunities kindergarten children in the United States had across different learning contexts (whole group, small group, center time, lunch, recess) to engage in social behavior as defined by the Developing Skills Checklist. Across a 3-year period, the social behaviors of 36 children across 13 public and private kindergarten classrooms were recorded to determine the frequency of social behaviors during the course of their regularly scheduled classroom activities. Social behavior was subdivided into the categories of "classroom skills," "self-esteem," "persistence," "self-expression," and "pro-social behavior." Differences were found between the five learning contexts when looking at children's social behavior. Overall, persistence was consistently demonstrated more often across all learning contexts. "Self-esteem" was observed more frequently during small group and center time than the whole group. "Self-expression" and "prosocial behavior" were observed at extremely low rates across all learning contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01