Children's social entry strategies and behaviors were explored to identify how very young children, ages 15-48 months, exhibit social entry attempts into third-party interactions. This study uses direct video recorded observations in the classroom and teacher semi-structured interviews. Researchers coded children's classroom interactions, focusing on the very young children's social entry attempts used and the peers' responses to these social entry attempts. It was hypothesized that children would display fewer social entry attempts, more independent attempts, as well as less intrusive behaviors as they get older. Results indicated children's social entry engagements were process orientated, influenced by biological and environmental contexts. Children displayed more looking, object use, and looking with proximity when entering into their peer's interactions. Third-party peers' responses were more positive with the presence of a teacher. The study adds to the toddler social development literature by focusing on how toddlers gain access into third-party interactions and the influences that teachers provide to very young children's social entry third-party engagements.
|Advisor:||Shimpi, Priya, VanSteenberg, Vicki|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||MAI 51/01M(E), Masters Abstracts International|
|Subjects:||Early childhood education, Developmental psychology|
|Keywords:||Peers' interactions, Social development, Social entry, Third-party, Toddler|
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