Comparison of behaviorally inhibited and typically developing children's play behaviors in the preschool classroom.
Comparison of behaviorally inhibited and typically developing children's play behaviors in the preschool classroom.
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DOI：
10.3389/fpsyg.2023.1193915
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发表时间：
2023
影响因子：
3.8
通讯作者：
Rubin, Kenneth H.
中科院分区：
文献类型：
--
作者：
Druskin, Lindsay R.;Novick, Danielle R.;Smith, Kelly A.;Chronis-Tuscano, Andrea;Wagner, Nicholas J.;Pham, Stephanie;Fleece, Hailey M.;Danko, Christina M.;Rubin, Kenneth H.
行为抑制（BI）是一种气质特征，其特征是当面对不熟悉的情况、物体或人时，倾向于以恐惧或焦虑的行为模式做出反应。有人认为，受抑制的儿童可能会经历早期的同伴困难。然而，研究人员还没有系统地比较BI与典型发展中儿童在熟悉的自然环境中观察到的反社会和社会行为。我们比较了130（M = 54个月，52%的女性）高度抑制学龄前儿童（使用父母报告的行为抑制问卷）的145（M = 53个月，52%的女性）典型的发展学龄前儿童在学校的行为。这两个样本观察至少两个不同的日子约60分钟。观察员使用的播放观察量表编码儿童的行为在10秒块在自由玩耍。教师完成了两项儿童在课堂上行为的测量。控制儿童性别、年龄和每周在校时间的回归模型显示，被确定为BI的学龄前儿童比典型的发展中样本参与了更多的观察到的沉默和孤独行为，以及更少的社交游戏和教师互动。BI儿童也开始与他们的同龄人和老师的社会互动往往比他们的同行谁没有抑制。教师们报告说，被确定为BI的儿童比非BI的同龄人更不合群，更不亲社会。值得注意的是，研究结果表明，抑制儿童在熟悉的同龄人中表现出更多的孤独。先前的观察性研究表明，在新的实验室环境中，BI和不熟悉的典型年龄伙伴之间存在行为差异。被确定为BI的儿童没有收到比他们通常发展的同龄人更少的社会交往出价，从而表明，儿童谁是抑制有困难的机会，从事与熟悉的同龄人的社会交往。这些研究结果强调了对BI儿童进行早期干预以促进社会参与的必要性，因为学龄前儿童孤独的频繁表达已经预测了小学和中学期间的同伴排斥，消极的自我关注和焦虑等负面结果。
Behavioral inhibition (BI) is a temperamental trait characterized by a bias to respond with patterns of fearful or anxious behavior when faced with unfamiliar situations, objects, or people. It has been suggested that children who are inhibited may experience early peer difficulties. However, researchers have yet to systematically compare BI versus typically developing children’s observed asocial and social behavior in familiar, naturalistic settings. We compared the in-school behaviors of 130 (M = 54 months, 52% female) highly inhibited preschoolers (identified using the parent-reported Behavioral Inhibition Questionnaire) to 145 (M = 53 months, 52% female) typically developing preschoolers. Both samples were observed on at least two different days for approximately 60 min. Observers used the Play Observation Scale to code children’s behavior in 10-s blocks during free play. Teachers completed two measures of children’s behavior in the classroom. Regression models with robust standard errors controlling for child sex, age, and weekly hours in school revealed that preschoolers identified as BI engaged in significantly more observed reticent and solitary behavior, and less social play and teacher interaction than the typically developing sample. Children with BI also initiated social interaction with their peers and teachers less often than their counterparts who were not inhibited. Teachers reported that children identified as BI were more asocial and less prosocial than their non-BI counterparts. Significantly, the findings indicated that inhibited children displayed more solitude in the context of familiar peers. Previous observational studies have indicated behavioral differences between BI and unfamiliar typical age-mates in novel laboratory settings. Children identified as BI did not receive fewer bids for social interaction than their typically developing peers, thereby suggesting that children who are inhibited have difficulty capitalizing on opportunities to engage in social interaction with familiar peers. These findings highlight the need for early intervention for children with BI to promote social engagement, given that the frequent expression of solitude in preschool has predicted such negative outcomes as peer rejection, negative self-regard, and anxiety during the elementary and middle school years.
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DOI：
10.1097/chi.0b013e3181ae09df
发表时间：
2009-09
影响因子：
13.3
作者：
Chronis-Tuscano A;Degnan KA;Pine DS;Perez-Edgar K;Henderson HA;Diaz Y;Raggi VL;Fox NA
通讯作者：
Fox NA
影响因子：
3.6
作者：
De Los Reyes, Andres;Henry, David B.;Wakschlag, Lauren S.
通讯作者：
Wakschlag, Lauren S.
影响因子：
4.6
作者：
BAKEMAN, R;BROWNLEE, JR
通讯作者：
BROWNLEE, JR
影响因子：
4.6
作者：
KAGAN, J;REZNICK, JS;SNIDMAN, N
通讯作者：
SNIDMAN, N
影响因子：
4.6
作者：
Bishop, G;Spence, SH;McDonald, C
通讯作者：
McDonald, C