Compliance and Problem-Solving Competence in Girls and Boys

Crombie, Gail; Gold, Dolores

doi:10.1080/00221325.1989.9914597

Cited by 12 publications

(3 citation statements)

References 13 publications

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“…Although extreme social dependence has been found to have detrimental effects on various aspects of school learning such as mathematics and discourse comprehension in older children Lehtinen, Olkinuora, & Salonen 1986;Smith, Robinson, & Voress, 1982) and on problem-solving in young children (Crombie & Gold, 1989;Crombie, Pilon, & Xinaris, 1991), it did not stand out as an explaining factor. This may be due to the difficulty of reliably in distinguishing socially dependent children through the rating method used in the present study.…”

Section: Discussionmentioning

confidence: 99%

The development of first graders' reading skill as a function of pre-school motivational orientation and phonemic awareness

1998

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This study examined the development of reading skill during the first school year. The predictors were pre-school motivational orientations, coping tendencies, knowledge of the alphabet and phonemic awareness. From 151 pre-school children (6 years of age) rated by pre-school teachers on motivational orientations, 32 non--readers were allocated according to their dominating motivational disposition to one of the following extreme groups: task orientation, social dependence, ego-defensive, and multiple non-task-oriented. Each group included 8 children. The subjects' phonemic awareness and knowledge of the alphabet were assessed. Coping strategies were observed in pre-school during a play-like construction task comprising three induced pressure episodes. At the end of the first grade the children were assessed on word reading skill and again on motivational orientation. Both group comparisons and idiographic analyses were made. Results indicated that pre-school phonemic awareness was associated with first grade word reading skill. Rated task orientation in pre-school enhanced significantly the prediction offluent word reading. Task-oriented children showed significantly better word reading skill than ego-defensive or multiple non-task-oriented children. Ego-defensive and multiple non-task-oriented subjects showed significantly less task oriented, and more ego-defensive, coping behaviour under pressure than task-oriented subjects. Thisfinding suggests greater vulnerability of ego-defensive and multiple non-task-oriented children which may contribute to diverging reading careers. Idiographic analyses indicated parallel developmental changes in reading skill, motivational orientations and coping patterns confirming the role of motivation in theformation ofan individual's reading career.The authors wish to thank the heads, teachers and childrenof fourteen kindergartens and four primary schools in Turku, Finland,who unfortunately must remain anonymous. 156

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Section: Discussionmentioning

confidence: 99%

The development of first graders' reading skill as a function of pre-school motivational orientation and phonemic awareness

1998

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“…Arı ve Yaban (2012), 9-11 yaş arası çocukların sosyal problem çözme becerilerinde cinsiyet ve yaş farklılıklarını belirlemek amacıyla yaptıkları araştırmada kızların sosyal problem durumlarına vermiş oldukları farklı cevap sayısının erkeklere göre daha fazla olduğu sonucuna ulaşmışlardır. Bu bulguyu literatürde yer alan diğer araştırmalar ile destelemişlerdir (Barbarasch, 1997;Crombie & Gold, 1989). Sosyal problem çözme becerisinin cinsiyete göre farklı olduğu sonucuna ulaşan araştırmaların bir kısmının ise ergenlik ve yetişkinlik dönemi üzerinde yapılan araştırmalardan oluştuğu görülmektedir (Arı & Yaban, 2012;Çam & Tümkaya, 2006;D'Zurilla et al, 1998;Hamarta, 2007;Yaban & Yükselen, 2007).…”

Section: Sonuçlar Ve Tartişmaunclassified

Okul öncesi dönemdeki çocukların sosyal problem çözme becerisinin çeşitli değişkenler açısından incelenmesi

Yükçü

Demircioğlu

2017

J Early Child Stu

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Bu araştırmanın amacı; okul öncesi dönemdeki çocukların sosyal problem çözme becerilerinin çeşitli değişkenler açısından incelenmesidir. Araştırmanın evreni, 2015-2016 eğitim ve öğretim yılında Ankara ili Çankaya ilçesinde bulunan bağımsız anaokullarına devam eden dört-altı yaş arası çocuklar ve ebeveynlerinden oluşmaktadır. Araştırmanın örneklemi, basit rastgele örnekleme yöntemi ile seçilmiş olan 2015-2016 eğitim ve öğretim yılında Ankara ili Çankaya ilçesinde bulunan bağımsız anaokullarına devam eden dört-altı yaş arası 240 çocuk ve ebeveynden oluşmaktadır. Betimsel araştırma yöntemlerinden kesitsel tarama modelinde yürütülen araştırmanın veri toplama aşamasında; Genel Bilgi Formu ve Wally Sosyal Problem Çözme Dedektiflik Oyun Testi kullanılmıştır. Verilerin analizi yapılırken Kruskal Wallis-H Testi, Bağımsız Gruplar-T Testi ve Tek Yönlü Varyans Analizi kullanılmıştır. Elde edilen bulgulara göre çocukların sosyal problem çözme becerilerinin yaşa göre anlamlı bir farklılık gösterirken; cinsiyete, anne ve baba yaşına, anne ve baba eğitim durumuna, anne ve baba çalışma durumuna, kardeş sayısına ve aylık gelire göre istatistiksel olarak anlamlı bir farklılık göstermemektedir. Araştırma sonuçları ilgili literatür çerçevesinde tartışılmış ve yorumlanmıştır.Anahtar Kelimeler: Okul öncesi dönem, sosyal problem çözme, çocuk gelişimi

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“…Three kindergartens were approached and the four teachers concerned were asked to choose equal numbers of boys and girls from each of their groups who, in their view, would be representative of a normal range of play behaviour in the 4-5 year age group. Kindergartens were chosen because of the easy accessibility of children and the ability of the teachers to choose a 'normal' sample (Crombie & Gold, 1987). Ethical clearance was obtained and parental consent was obtained with the parent(s) signing a consent form allowing the child to be included in the study and video-taped.…”

Section: P R O C E D U R E Participantsmentioning

confidence: 99%

Determining gender‐neutral toys for assessment of preschool children's imaginative play

Stagnitti

Rodger

Clarke

1997

Aus Occup Therapy J

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A review of the gender literature found that by preschool age (4-5 years), children were aware of gender roles and chose to play with same-gender peers and gender-typed toys. This knowledge has implications for play assessments in occupational therapy, as poor performance on a play assessment may be due to the preschool child's perception that the toys presented were not gender appropriate. The current study chose imaginative or symbolic play to examine the toy choices made by 36 normal preschool children in order to establish a set of toys that were acceptable to girls and boys. Children were presented with 'boys' toys, 'girls' toys and gender-neutral toys. Girls were found to be less gender typed, as defined by adults, in toy choice than boys. A farm set comprising a tractor, trailer, farm animals, fences and a wrench was found to be a gender-neutral set of toys suitable for children 's imaginative play. A small male figure and a small female figure were also included because both boys and girls related to a character such as a teddy or a doll. Selected 'junk' play materials were confirmed to be gender-neutral. K E Y W 0 R D S gender, play, preschool, toys.

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Compliance and Problem-Solving Competence in Girls and Boys

Cited by 12 publications

References 13 publications

The development of first graders' reading skill as a function of pre-school motivational orientation and phonemic awareness

The development of first graders' reading skill as a function of pre-school motivational orientation and phonemic awareness

Okul öncesi dönemdeki çocukların sosyal problem çözme becerisinin çeşitli değişkenler açısından incelenmesi

Determining gender‐neutral toys for assessment of preschool children's imaginative play

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