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Using a Group-Centered Approach to Observe Interactions in Early Childhood Education
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van Schaik, Saskia D. M.; Leseman, Paul P. M.; de Haan, Mariëtte – Child Development, 2018
This study examined the value of using a group-centered approach to evaluate process quality of early childhood education and care (ECEC). Is observed support of group processes a different aspect of classroom quality, and does it predict children's collaborative play in ECEC in the Netherlands? In two play situations, 37 teachers and 120 two- to…
Descriptors: Classroom Observation Techniques, Play, Cooperative Learning, Educational Quality
The Origins of Social Skills and Interaction among Playgroup Toddlers
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Mueller, Edward; Brenner, Jeffrey – Child Development, 1977
This study analyzed the social interaction sequences and behavioral components of social interaction in two toddler playgroups across a 7-month period. Playgroup number 1 was composed of 6 male toddlers aged 1 year and playgroup number 2 was composed of 6 male toddlers aged 16 months. (JMB)
Descriptors: Infant Behavior, Infants, Interpersonal Competence, Males
Toward a Definition of Social Isolation in Children
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Gottman, John M. – Child Development, 1977
This study assessed 113 children in eight Head Start classrooms using both sociometric measures of acceptance and rejection and observational measures of behavior when alone, when interacting with peers, and when interacting with the teacher. Results suggested that these two measures of social isolation do not tap the same dimension. (Author/JMB)
Descriptors: Interpersonal Competence, Measurement Techniques, Observation, Peer Acceptance
The Development of Social Interchange Patterns from 12 to 42 Months.
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Holmberg, Margaret C. – Child Development, 1980
The dyadic controls of the social interchange patterns of 12- to 42-month-olds (N=27) with their different social partners is the focus of this study. (Author/MP)
Descriptors: Age Differences, Behavior Patterns, Day Care, Early Childhood Education
Perspective Taking and Peer Interaction: Structural and Developmental Analyses.
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LeMare, Lucy J.; Rubin, Kenneth H. – Child Development, 1987
Primary aim: to test Edelstein, Keller, and Wahlen's model of sequential operations in perspective taking on 93 children in the third grade and 69 children in kindergarten, who were tested again when in the first grade. Secondary aim: to examine the relationship between social experience and perspective taking. (Author/BN)
Descriptors: Classroom Observation Techniques, Elementary School Students, Grade 1, Grade 3
Attachment Behavior at Home and in the Laboratory: Q-Sort Observations and Strange Situation Classifications of One-Year-Olds.
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Vaughn, Brian E.; Waters, Everett – Child Development, 1990
Infants' home-based Q-sort scores of security, dependency, and sociability were compared to laboratory Strange Situation classifications of secure, anxious-resistant, and anxious-avoidant. Secure classification was associated with Q-sort security and sociability, but not dependency. (BC)
Descriptors: Anxiety, Attachment Behavior, Dependency (Personality), Exploratory Behavior