`Use Your Words': A Sociocultural Approach to the Teacher's Role in the Transition from Physical to Verbal Strategies of Resolving Peer Conflicts among Toddlers

Haan, Dorian de; Singer, Elly

doi:10.1177/1476718x03001001006

Cited by 7 publications

(11 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…An example is a child who is upset because another child has taken away his toy, and seeks help from the teacher to regulate this negative emotion and to resolve the cause of this emotion in order to continue his play. Resolving conflicts refers to children's ability to resolve a peer conflict in a socially acceptable way (de Haan & Singer, ; de Haan & Singer, ). An example is a child who responds in a verbal way by saying “No that's mine, give it back to me” to a peer who is taking away his toy.…”

Section: Methodsmentioning

confidence: 99%

Preschoolers' cognitive and emotional self‐regulation in pretend play: Relations with executive functions and quality of play

Slot

Mulder

Verhagen

et al. 2017

Infant and Child Development

View full text Add to dashboard Cite

The preschool period is marked by rapid growth of children's self‐regulation and related executive functions. Self‐regulation is considered an important aspect of school readiness and is related to academic and social–emotional outcomes in childhood. Pretend play, as part of the early childhood curriculum, is hypothesized to support self‐regulation. An important question concerns whether self‐regulation should be considered an individual ability or, partly, a situated skill that is influenced by aspects of the classroom context. The aims of this study were to investigate the degree to which 3‐year‐olds showed cognitive and emotional self‐regulation in a naturalistic play setting and to examine how test‐based measures of children's cool and hot executive functions and the quality of their pretend play contributed to this observed self‐regulation. The results indicated that 3‐year‐olds showed aspects of cognitive and emotional self‐regulation. Cool executive functions appeared significantly related to emotional self‐regulation, whereas hot executive functions were not significantly related to cognitive or emotional self‐regulation. The quality of pretend play was strongly associated with cognitive self‐regulation and, to a lesser extent, emotional self‐regulation. The findings of this study suggest that both preschoolers' cool executive functions and the quality of play contributed to their self‐regulation skills in naturalistic settings. Highlights Preschoolers' cognitive and emotional self‐regulation in a naturalistic play setting are two interrelated but separate constructs. Children's cognitive executive functions predict observed emotional self‐regulation during pretend play. The quality of pretend play is strongly associated with children's cognitive self‐regulation and, to a lesser extent, emotional self‐regulation.

show abstract

Section: Methodsmentioning

confidence: 99%

Preschoolers' cognitive and emotional self‐regulation in pretend play: Relations with executive functions and quality of play

Slot

Mulder

Verhagen

et al. 2017

Infant and Child Development

View full text Add to dashboard Cite

show abstract

“…This is what Ødegaard (2007a) finds in her study of children's narratives in toddler groups during meal-time in day care. Shared meaning is a presumption for shared play and especially for pretend play (Bondioli, 2001;de Haan & Singer, 2003;Singer, 2002).…”

Section: Meal-timesmentioning

confidence: 99%

Opportunities knock: Mediation of peer-relations during meal-time in toddler groups

2013

nbf

View full text Add to dashboard Cite

According to socio-cultural perspectives, adults are seen as mediators of cultural believes, values and practices. Qualitative analyses of teachers’ mediation of peer relations based on video-recordings in 9 toddler-groups indicate that meal-time represents opportunities for teachers to facilitate togetherness and peer-relations between toddlers. The teachers might facilitate sharing, passing food, routinized practices such as singing, and conversations. The results indicate variations between child- and group-oriented approaches, and accomplishing meals in an effective way. The child- and group-oriented approaches are marked by encouragement of toddlers’ initiatives and teachers supporting peer-interactions. Raising teachers’ consciousness about their contributions to children’s development of peer-relations and togetherness in group settings might contribute to enhance reflected practices in working with toddlers in groups.

show abstract

“…No presente estudo, foram reportados ainda desafios e dificuldades, designadamente ao nível da mediação de conflitos entre as crianças e da interpretação da comunicação não-verbal. Relativamente ao primeiro aspecto, refira-se que, em vários casos, a experimentação de estratégias propostas pela abordagem HighScope (HIGH/SCOPE EDU-CATIONAL RESEARCH FOUNDATION, 2003) em articulação com ideias oriundas do trabalho de Singer e colaboradoras (SINGER, 2002;SINGER, 2003;SINGER;DE HAAN, 2007;SIN-GER;HÄNNIKÄINEN, 2002) apoiaram as estagiárias na mediação de conflitos entre pares. Dentre estas, destacam-se os seguintes princípios e estratégias: (i) respeitar a perspectiva da criança e a sua lógica-na-ação, ou seja, as estratégias não-verbais (gestos, expressões faciais, elementos prosódicos e proxémicos) através das quais as crianças muito pequenas coconstroem significado; (ii) incorporar ciclos de reconhecimento, resolução e reconciliação, visando a confirmação positiva das ideias das crianças envolvidas, a obtenção de uma visão justa a outras dimensões pedagógicas (refira-se, a título ilustrativo, o excerto do RE_3 apresentado anteriormente).…”

Section: Interação Adulto-criançaunclassified

Aprendizagem Profissional No Estágio Em Creche: Representatividade E Significado Atribuído a Dimensões Da Pedagogia

Araújo

2018

Rev. FAEEBA - Educ. e Contemp.

View full text Add to dashboard Cite

A formação profissional de educadores(as) de infância para o trabalho em creche tem sido reconhecida como influente na qualificação destes serviços, embora seja frequentemente caracterizada como insuficiente e/ou desajustada às necessidades associadas ao perfil e respetivas funções profissionais. O presente estudo situase na formação inicial de educadores(as) de infância, pretendendo analisar a representatividade e significado atribuído a dimensões pedagógicas na aprendizagem profissional no âmbito do estágio em creche. Dados oriundos de 41 relatórios de estágio foram sujeitos a análise dedutiva, com base em dimensões da pedagogia identificadas na literatura. Os resultados evidenciaram seis dimensões com maior representatividade e significado nos relatos das estagiárias: experimentação de atividades [propostas pelo adulto], observação da criança e dos seus contextos proximais, organização de espaços e materiais, organização do tempo, interação adulto-criança e envolvimento das famílias. Adiantam-se algumas implicações ao nível dos processos de formação, com incidência na experiência formativa em contexto de estágio em creche. Palavras-chave: Creche. Estágio. Aprendizagem profissional. Dimensões pedagógicas.

show abstract

`Use Your Words': A Sociocultural Approach to the Teacher's Role in the Transition from Physical to Verbal Strategies of Resolving Peer Conflicts among Toddlers

Cited by 7 publications

References 0 publications

Preschoolers' cognitive and emotional self‐regulation in pretend play: Relations with executive functions and quality of play

Preschoolers' cognitive and emotional self‐regulation in pretend play: Relations with executive functions and quality of play

Opportunities knock: Mediation of peer-relations during meal-time in toddler groups

Aprendizagem Profissional No Estágio Em Creche: Representatividade E Significado Atribuído a Dimensões Da Pedagogia

Contact Info

Product

Resources

About