A Naturalistic Observation of Social Behaviours during Preschool Drop-Off

Autor/inn/en	Grady, Jessica S.; Ale, Chelsea M.; Morris, Tracy L.
Titel	A Naturalistic Observation of Social Behaviours during Preschool Drop-Off
Quelle	In: Early Child Development and Care, 182 (2012) 12, S.1683-1694 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2011.649266
Schlagwörter	Classroom Environment; Naturalistic Observation; Caregivers; Preschool Children; Parent Participation; Parent School Relationship; Parent Child Relationship; Social Behavior; Correlation; Play; Child Behavior; Caregiver Child Relationship; Individual Differences; Child Development + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Naturbeobachtung; Caregiver; Carer; Betreuungsperson; Pfleger; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Social behaviour; Soziales Verhalten; Korrelation; Spiel; Individueller Unterschied; Kindesentwicklung
Abstract	The present study utilised naturalistic observation to assess the impact of parental departure during daily drop-off at preschool on children's settling into daily preschool routines. Forty-six 3-5-year-old children and their parents/caregivers were observed during morning drop-off at preschool. Longer latencies of parent/caregiver leaving were associated with less child-peer engagement, solitary active play, and onlooking and were associated with more child-caregiver proximity-seeking, hugging and kissing, and picking up and holding. Mothers and other female caregivers were slightly more likely to pick up and hold their children during drop-off than fathers and other male caregivers. Findings suggest that continued parental involvement may initially hinder children's daily settling into the preschool classroom environment through facilitation of escape or avoidance. Additional research is needed to better understand individual differences that may serve as protective factors or vulnerabilities affecting children's daily adaptation to the preschool environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10