Children’s Social Interaction in Pre-school Education and Childcare Settings: A Systematic Review
Children’s Social Interaction in Pre-school Education and Childcare Settings: A Systematic Review
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学前教育和儿童保育环境中儿童的社会互动：系统回顾
DOI：
10.1007/s10566-022-09721-w
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发表时间：
2022
影响因子：
1.8
通讯作者：
Fujiwara Aya & Sonoyama Shigeki
中科院分区：
文献类型：
--
作者：
Shek-Noble;L.;Reimann;A.;& Moriya;R.;阿毛 香絵;辻一郎，丸山友美;Fujiwara Aya & Sonoyama Shigeki
幼儿园和其他学前设施为学龄前儿童提供了社会交往的重要环境。社会互动支持儿童社会技能的发展，并与随后更好的算术成绩有关。（a）确定被视为社会互动的目标，并审查学前教育和保育环境中可衡量的社会互动，（B）整理用于评估社会互动的方法，并探索在学前教育和保育中实施的可行方法方法文献综述基于发表在同行评审期刊上的英文文章。在满足所有选择标准后，选择了26篇此类文章进行审查。对于每篇文章，分析了6个项目：（a）每个样本中参与者的规模和年龄，（B）设置，（c）研究时间和数据检索次数，（d）测量方法（测量类型，使用的工具，记录方法），（e）测量的社会互动，和（f）evaluators.ResultsA社会互动的一些指标在研究中有特色，包括目标儿童针对他人的行为、他们参与涉及两个或更多参与者的活动以及他们的表情。几种方法被用来记录这些意见，包括间隔录音，fieldnotes，和现有的形式/technology.ConclusionsThis研究表明，重要的是要考虑指标以外的话语和对话，如行为，面部表情，和活动形式。而且有必要考虑教师在日常收集社会互动数据时可以实施的方法。
BackgroundKindergartens and other preschool facilities provide preschool children with an important setting for social interactions. Social interaction supports the development of social skills in children and is associated with better subsequent performance in arithmetic.ObjectiveThis study reviewed the literature to; (a) identify targets treated as social interactions and examine measurable social interactions in preschool education and care settings, (b) to organize the methods used to assess social interactions and explore feasible methods for implementation in preschool education and care settings.MethodsThe literature review was based on English-language articles published in peer-reviewed journals. Twenty-six such articles were selected for review after meeting all the selection criteria. For each article, six items were analyzed: (a) size and age of the participants in each sample, (b) setting, (c) study period and the number of data retrieval sessions, (d) measurement approach (type of measurement, instruments used, recording method), (e) social interactions measured, and (f) evaluators.ResultsA number of indicators of social interaction were featured in the research, including the target children’s behavior directed toward others, their participation in activities involving two or more participants, and their expressions. Several methods were used to record these observations, including interval recordings, fieldnotes, and existing forms/techniques.ConclusionsThis study reveals that it is important to consider indicators other than utterances and conversation, such as behaviors, facial expressions, and forms of activity. And it is necessary to consider methods that can be implemented by teachers when they routinely collect social interaction data.
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