Two-to-three-year-old children's interactions with peers in child-care centres: Effects of spatial distance to caregivers

Legendre, Alain; Munchenbach, Dominique

doi:10.1016/j.infbeh.2010.10.004

Cited by 18 publications

(20 citation statements)

References 20 publications

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“…In the current study, children were found to exhibit positive peer interactions less frequently when a teacher was in proximity to them. This finding is contradictory to the findings from previous studies that teacher presence was positively associated with children's positive peer interactions (e.g., Singer et al 2014) but consistent with the negative associations others found between teacher involvement and children's engagement with peers (e.g., Goble et al 2016;Legendre and Munchenbach 2011). Considering the correlational nature of our analyses, it is possible to interpret the negative association between teacher presence and positive peer interactions as indicating that teachers may not feel it necessary to be in proximity to children when children are already exhibiting positive peer interactions.…”

Section: Teacher Presence and Peer Interactionscontrasting

confidence: 99%

“…This criterion allowed us to observe teachers' potential interactions with the children. Teachers' involvement and presence have been both positively and negatively associated with children's peer interactions (Kontos and Wilcox-Herzog 1997; Legendre and Munchenbach 2011). In one study, teachers' direct involvement in young children's peer interactions during free play was negatively related to their peer interaction (Kontos and Wilcox-Herzog 1997).…”

Section: Importance Of Teacher Presence On Peer Interactionsmentioning

confidence: 99%

“…In one study, teachers' direct involvement in young children's peer interactions during free play was negatively related to their peer interaction (Kontos and Wilcox-Herzog 1997). In another study, older toddlers and young preschoolers were more likely to engage in peer interactions when the caregiver was not in proximity and chose the caregiver as a play partner over peers when the caregiver was available within close distance (Legendre and Munchenbach 2011). On the contrary, Dutch researchers examined teachers' interactions with children during play activities and found that, when teachers were engaged with the children by talking or reciprocally interacting with them, their presence was supportive for children's positive peer play engagement (Singer et al 2014).…”

Section: Importance Of Teacher Presence On Peer Interactionsmentioning

confidence: 99%

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Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions

Acar

Hong

2017

European Early Childhood Education Research Journal

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The current study aimed to examine the associations between teacher presence and social scaffolding and preschool children's peer interactions. Using a time sampling method, peer interactions of 22 four-and five-year-old preschoolers (12 girls; Mage = 52.95 months) and teacher behavior were observed on two different days during various classroom activities in seven public preschool classrooms. Eco-behavioral analyses revealed that (a) teacher presence was negatively associated with positive peer interactions; (b) teacher absence was positively associated with negative peer interactions; (c) positive change of peer interactions was more likely to occur when the teacher was present; (d) children showed more positive peer interactions during child-directed activities than during adult-directed activities or daily routines and transitions; and (e) teacher's social scaffolding was positively associated with children's positive peer interactions although it occurred only for 3.61% of the intervals during which the teacher was in close proximity to children. In addition, although the likelihood for children's positive interaction was over 2 times higher in child-directed activities in comparison to adult-directed activities, teacher presence still seems very important for inhibiting negative peer interactions.

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Section: Teacher Presence and Peer Interactionscontrasting

confidence: 99%

Section: Importance Of Teacher Presence On Peer Interactionsmentioning

confidence: 99%

Section: Importance Of Teacher Presence On Peer Interactionsmentioning

confidence: 99%

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Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions

Acar

Hong

2017

European Early Childhood Education Research Journal

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“…Calls for additional attention to these issues have come, in particular, from study of children's geographies, where it has been argued that social interactions have been relatively overlooked (Ansell, 2009;Barker & Weller, 2003;Skelton, 2009) and that sociality has been ill served by classic methods of inquiry (Gallacher & Gallagher, 2008;James, 1990). This increased attention to children's sociospatial behavior comes at a time when the topic is of growing concern in a range of domains, including public health (Atladóttir et al, 2007;Latner & Stunkard, 2003;Pate et al, 2006), social development (Kinderman, 1998) and adjustment (Ladd, Kochenderfer, & Coleman, 1997), behavioral geography (Thomson, 2005), and education (Legendrea & Munchenbach, 2011).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Micro-Social Geography of Children’s Interactions in Preschool

Torrens

Griffin

2012

Environment and Behavior

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The authors describe an observational and analytic methodology for recording and interpreting dynamic microprocesses that occur during social interaction, making use of space–time data collection techniques, spatial-statistical analysis, and visualization. The scheme has three investigative foci: Structure, Activity Composition, and Clustering. In each case, these are associated with either acquiring resources or using socioenvironmental features to influence social intercourse. For each point of focus, the authors provide an analytic strategy and demonstration of its usefulness, using data generated from a 2.5-year observational study of young children’s play behavior. Each tool, and its associated concepts, is used to illustrate how early socializing behavior is embedded in time and space. The results show that geography is a significant catalyst for social dynamics in young children: It provides the opportunity for novel interpretations of sociality along with a better understanding of the influence that geographical factors (location, space, place, spatial structure, spatial composition, landmarks, site) have on the evolving reciprocal interplay between individuals and groups.

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“…Other works, such as [7], propose that adult caregivers have an inhibiting effect on peer interactions. The work in [8] claims that these theories are not antagonistic, rather they are contextually dependent. This was shown through a painstaking study which required large amounts of operator controlled video monitoring along with manual coding schemes.…”

Section: Introductionmentioning

confidence: 99%

Detecting risk-markers in children in a preschool classroom

Fasching

Walczak

Sivalingam

et al. 2012

2012 IEEE/RSJ International Conference on Intelligent Robots and Systems

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Early intervention in mental disorders can dramatically increase an individual's quality of life. Additionally, when symptoms of mental illness appear in childhood or adolescence, they represent the later stages of a process that began years earlier. One goal of psychiatric research is to identify risk-markers: genetic, neural, behavioral and/or social deviations that indicate elevated risk of a particular mental disorder. Ideally, screening of risk-markers should occur in a community setting, and not a clinical setting which may be time-consuming and resource-intensive. Given this situation, a system for automatically detecting risk-markers in children would be highly valuable. In this paper, we describe such a system that has been installed at the Shirley G. Moore Lab School, a research pre-school at the University of Minnesota. This system consists of multiple RGB+D sensors and is able to detect children and adults in the classroom, tracking them as they move around the room. We use the tracking results to extract high-level information about the behavior and social interaction of children, that can then be used to screen for early signs of mental disorders.

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Two-to-three-year-old children's interactions with peers in child-care centres: Effects of spatial distance to caregivers

Cited by 18 publications

References 20 publications

Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions

Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions

Exploring the Micro-Social Geography of Children’s Interactions in Preschool

Detecting risk-markers in children in a preschool classroom

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