Social and Relational Factors in Early Education and Prosocial Actions of Children of Diverse Ethnocultural Communities

Autor/inn/en	Spivak, Asha L.; Howes, Carollee
Titel	Social and Relational Factors in Early Education and Prosocial Actions of Children of Diverse Ethnocultural Communities
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 57 (2011) 1, S.1-24, Artikel 3 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Play; Prosocial Behavior; Disadvantaged Youth; Interpersonal Relationship; Interaction; Competence; Teaching Methods; Early Childhood Education; Teacher Student Relationship; Kindergarten; African Americans; Hispanic Americans; Whites; Cultural Differences; Research; Preschool Education; Program Effectiveness + Suchen Sie Ihr Suchwort? Spiel; Benachteiligter Jugendlicher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teacher student relationships; Lehrer-Schüler-Beziehung; Afroamerikaner; Hispanic; Hispanoamerikaner; White; Weißer; Kultureller Unterschied; Forschung; Pre-school education; Vorschulerziehung
Abstract	This study examined whether social exchanges and relationships among young children and with teachers in early care and education are associated with prosocial behavior of children from diverse ethnocultural backgrounds. Social and relational factors including closeness of the teacher-child relationship, emotional tone of teacher-child interaction, engagement in social pretend play, competency in pretend play with peers, and positive social interaction among peers were explored in relation to children's prosocial action. White, African American, and Latino boys and girls who participated in the National Evaluation of Early Head Start were selected for this study just prior to entering kindergarten (N = 1,078). Results indicated that children's engagement in social pretend play and teacher ratings of children's competency in pretend play with peers were associated with the prosocial behavior of children in the three ethnocultural groups. The association of the other social and relational factors with children's prosocial behavior varied across racial or ethnic background. Implications for future research are discussed. (Contains 3 tables.) (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10