Teacher perspectives on peer relation problems of young children

Abstract

The purpose of this study is to investigate teacher perspectives on peer relation problems of young children. Examined are teacher definition of and assessment criteria for peer relation problems, and the most poignant peer relation problem perceived by teachers. Three experienced American preschool teachers are interviewed and observed for one year. It is found that the teachers define children's peer relation problems as part of developmental processes and individual differences. The teachers judge peer relation problems in terms of children's emotional well-being, intentions, and social skills, and perceive children's control of others as the most serious peer relation problem in the classroom. It is posited that the teachers' perspectives rely on the emotional and motivational bases of children's relationships with peers. The related issues are discussed and implications for teaching practices are provided.

An Ethnographic Approach To Peer Culture In A Turkish Preschool Classroom

“…These children created some symbols to exclude the other children from their play and formed some secret symbols to indicate close friendship. Research on peer relationships suggests that most of the problems among peers happen during the stage of acceptance to the peer group (Moon, 2001). Although many teachers and parents consider that excluding other children in play as a selfish and non-cooperative act, this act does not always mean that children show resistance against the idea of sharing or refuse cooperation.…”

The Role of Child’s Temperament Predictor on Preschool Social Competence

“…For instance, temperamental features may have a significant influence on supporting or hindering social competence behaviors (Fabes et al, 2006). It is argued that the child's temperament is in a way correlated with the problems he/she is to encounter in his/her social relations (Denham et al, 2003;Moon, 2001). Walker, Berthelson, and Irving (2001) have ascertained within the scope of their research that children who are not socially accepted have more problematic temperamental characteristics compared to those of popular children.…”

Mi̇zaç Özelli̇kleri̇ni̇n Çocuğun Zorba Ve Kurban Davranişlarini Yordama Gücü

“…Zor mizaçlı çocuklar düzensiz uyku ve beslenme alışkanlığına sahip, değişiklilere karşı dirençli, kızgınlık, hırçınlık içerisinde olan çocuklardır (Uçar, 2017). Moon (2001) araştırmasında zor mizaçlı çocukların daha fazla problem davranış sergilediklerini belirtmektedir. Dolayısıyla örnekleme alınan çocukların zorba davranışları ile aktivite düzeyleri arasında ilişki olmasının nedeni zor mizaçlı olmalarından kaynaklanmış olabilir.…”