Differences in Communication Skills of Preschool Peers with Regard to Social Status:

DOI NDL Digital Collections Web Site
  • KANG SIN SUN
    FOREIGN RESEARCHER, UNIVERSITY OF BEREA, DEPARTMEAT OF PSYCHOLOGY JAPANESE JOURNAL OF EDUCATIONAL PSYCHOLOGY

Bibliographic Information

Other Title
  • 社会的地位による幼児の仲間に対するコミュニケーション・スキルの差異
  • 社会的地位による幼児の仲間に対するコミュニケーション・スキルの差異--エントリー及びホスト場面からの検討
  • シャカイテキ チイ ニ ヨル ヨウジ ノ ナカマ ニ タイスル コミュニケーション スキル ノ サイ エントリー オヨビ ホスト バメン カラ ノ ケントウ
  • Examination of Entry-Host Context
  • エントリー及びホスト場面からの検討

Search this article

Abstract

The purpose of the present study was to investigate the relation between social status and communication skills in preschool children. Subsequently, essential skills necessary for a skills training program were examined. Five status groups of children-popular (P), rejected (R), average (A), neglected (N), and controversial (C)-were identified on the basis of positive and negative sociometric nominations for 69 preschool children. Children were videotaped in free-play interaction in which one child entered the play of a pair of same-sex peers. Popular children were more inclined to respond appropriately to the initiations of others, to accept others' requests, and to give feedback to others. Rejected children were less able to adapt to differing social demands of entry versus non-entry contexts, in that they were more likely to use a higher proportion of obligation statements and a lower proportion of informative statements when entering a group. The results suggest that communication skills influence young children's peer acceptance.

Journal

Keywords

Details 詳細情報について

Report a problem

Back to top