The neighborhood walk: sources of support in middle childhood.
The neighborhood walk: sources of support in middle childhood.
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邻里步行：童年中期的支持来源。
DOI：
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发表时间：
1985
影响因子：
9.5
通讯作者：
B. Bryant
中科院分区：
文献类型：
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作者：
B. Bryant
该报告记录了儿童对自我发展、家庭成员和社区成员的参与的看法，并开始测试该网络与童年中期社会情感功能各方面之间的关系。支持的概念包括与他人的关联性和独立性的体验。在这项使用邻里步行的研究中，考虑了三种主要类型的报告支持：其他资源（例如，同龄人、父母和祖父母一代的人；宠物）、个人支持来源（例如，爱好、幻想——结构化和非结构化、技能发展）和环境支持来源（例如，自己下车的地方；正式赞助的组织，进行结构化和非结构化活动；非正式的、无赞助的聚会场所）。居住在北加州非大都市和农村地区的 168 名儿童（72 名 7 岁儿童和 96 名 10 岁儿童）参与了这项研究，他们代表了除了霍林斯黑德社会经济地位最低的所有儿童。为了评估他们在家庭和邻里/社区中的支持来源，这 168 名儿童中的每一位都参加了邻里步行活动，然后进行了几项社交情感功能测量。横截面数据构成了关于支持来源、社会情感功能结构以及童年中期支持来源与社会情感功能之间关系的发展视角的经验基础。研究发现，孩子对支持的看法与预测在现代美国社会相对安全和低压力条件下成长的孩子的社会情感功能有关。此外，基础广泛而非有限的网络以及非正式而非正式的支持来源更能预测社会情感功能。研究结果强调了将童年中期视为一个积极发展的时期，涉及社会和情感现象的扩展和整合的经验和理论相关性。首先，7 岁孩子似乎还没有形成 10 岁孩子所特有的潜在反应或习惯群。其次，就所报道的支持来源而言，10 岁儿童似乎比 7 岁儿童拥有更详细的支持来源。第三，研究结果证实，建立通往大家庭和邻里资源的桥梁与童年中期社会情感功能的表达有关，并且 10 岁的孩子似乎比 7 岁的孩子能有效利用更多的社会支持因素。（摘要截断为 400 字）
This report documents children's perception of their involvement with self-development, family members, and members of the community and begins to test the relation between that network and aspects of social-emotional functioning during middle childhood. Support was conceptualized to include experiences of both relatedness to and autonomy from others. Three major types of reported support in this study using the Neighborhood Walk were considered: others as resources (e.g., persons in the peer, parent, and grandparent generation; pets), intrapersonal sources of support (e.g., hobbies; fantasies--structured and unstructured; skill development), and environmental sources of support (e.g., places to get off to by oneself; formally sponsored organizations with structured and unstructured activities; informal, unsponsored meeting places). One hundred sixty-eight children (72 7-year-olds and 96 10-year-olds), residing in nonmetropolitan and rural northern California and representing all but the lowest Hollingshead socioeconomic status, participated in this study. To assess their sources of support at home and in the neighborhood/community, each of these 168 children was taken on a Neighborhood Walk, and then several measures of social-emotional functioning were administered. Cross-sectional data form the empirical basis for a developmental perspective on sources of support, the structure of social-emotional functioning, and the relationship between sources of support and social-emotional functioning during middle childhood. The child's perception of support was found relevant to predicting the social-emotional functioning of children growing up in relatively secure and low-stress conditions in modern American society. Furthermore, a broad-based as opposed to a limited network and informal as opposed to formal sources of support were more predictive of social-emotional functioning. The empirical and theoretical relevance of considering middle childhood as a period of active development involving expansion and integration of social and affective phenomena was underscored by the results. First, it appears that the 7-year-olds have not yet developed the underlying response or habit clusters that characterize the 10-year-olds. Second, with respect to reported sources of support, 10-year-olds appear to have more elaborated sources of support than do 7-year-olds. Third, the findings confirm that developing a bridge to extended family and neighborhood resources is related to expressions of social-emotional functioning during middle childhood and that 10-year-olds appear to make effective use of more social support factors than do 7-year-olds.(ABSTRACT TRUNCATED AT 400 WORDS)