The Role of Teachers in Furthering the Development of Social Competence in Young Children
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 환태평양유아교육연구학회
ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education / 1권 / 1호
ㆍ저자명 : Won Young Rhee
ㆍ저자명 : Won Young Rhee
목차
IntroductionMethod
Results
Conclusion
References
한국어 초록
Establishing and maintaining positive social interaction with peers is important for youngchildren because it will form a foundation for their later social adjustment and academicachievement. Social competence in this study means an increasing awareness andunderstanding of other human beings as part of the child's world. The purpose of the studywas to help four-year-old children to accept other children in their mind. This study had threespecific aims: To find the reasons for their difficulties; to examine their changing playbehavior; and to observe teachers' roles in helping them to become involved in peer groupplay. Lack of communication skills and emotional instability were the main difficulties thechildren faced. Regarding the changing play pattern, they passed through five distinctivestages: Staying alone, showing strong interest in the peer group play, going voluntarily tofriends, actively playing with one or two friends, and finally becoming an active member ofthe peer play group. In improving children's involvement in peer group play the teachersplayed several important roles: Making them feel safe, giving them an opportunity toexperience familiar things, suggesting plays, creating opportunities to become acquaintedwith other children, and modeling how to play with other children.영어 초록
Establishing and maintaining positive social interaction with peers is important for youngchildren because it will form a foundation for their later social adjustment and academic
achievement. Social competence in this study means an increasing awareness and
understanding of other human beings as part of the child's world. The purpose of the study
was to help four-year-old children to accept other children in their mind. This study had three
specific aims: To find the reasons for their difficulties; to examine their changing play
behavior; and to observe teachers' roles in helping them to become involved in peer group
play. Lack of communication skills and emotional instability were the main difficulties the
children faced. Regarding the changing play pattern, they passed through five distinctive
stages: Staying alone, showing strong interest in the peer group play, going voluntarily to
friends, actively playing with one or two friends, and finally becoming an active member of
the peer play group. In improving children's involvement in peer group play the teachers
played several important roles: Making them feel safe, giving them an opportunity to
experience familiar things, suggesting plays, creating opportunities to become acquainted
with other children, and modeling how to play with other children.
참고 자료
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