Preschoolers' Actions and Social Representations [electronic resource] : A Sociogenetic Approach to Information Processing / F. Gravel, P. Page and G. Cloutier.
The central objective of this study was to draw interdependent relationships between preschoolers' social functioning and their modes of social thought. Assessment of 67 four-year-olds was done through systematic observations of social behavior, including social participation, type of play, and...
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| Other Authors: | , , |
| Format: | Electronic eBook |
| Language: | English |
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1999.
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| Summary: | The central objective of this study was to draw interdependent relationships between preschoolers' social functioning and their modes of social thought. Assessment of 67 four-year-olds was done through systematic observations of social behavior, including social participation, type of play, and affective involvement in the preschool setting, as well as specific evaluation of the multiple aspects of their social thought, including perspective taking, prosocial comprehension, social representation, and self-esteem. Analyses revealed four modes of social thought: (1) cohesion-centered; (2) insecure-self-centered; (3) conflict-centered; and (4) socially-centered. In line with a sociogenetic perspective of social information processing, both social and nonsocial activities in the preschool setting, as well as transactional emotional state, were implicated with individual differences in modes of social thought. Children who were conflict-centered were more involved in constructive play with objects, whereas socio-centered children were more affectively neutral and reflexive. Transactions with adults were positively correlated with agonistic processing and negatively correlated with ambiguous processing. (Contains 10 references.) (Author/KB) |
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| Item Description: | ERIC Document Number: ED430668. ERIC Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Albuquerque, NM, April 15-18, 1999). |
| Physical Description: | 10 p. |