PERSPECTIVE-TAKING AND ADJUSTMENT IN PRESCHOOLERS

先前的研究表明，有破坏性行为的儿童 问题往往与他们的同龄人关系不好，这些穷人 同伴关系会使儿童日后出现适应问题的风险。 然而，尽管研究人员已经指定了行为， 破坏性的儿童倾向于被同龄人拒绝，如偏见 对于将敌意归因于他人，研究人员还没有 解释儿童偏见的特定内部机制， 赤字这项拟议中的研究将探讨儿童的 观点采择能力影响他们与同伴的社交能力。 具体来说，这项研究将研究幼儿的 认知和情感的观点采择能力，他们的象征性游戏， 以及他们与同伴的行为。这一长期目标 研究是双重。首先，如果儿童的观点采择能力 学龄前儿童可能与同龄人的关系问题有关， 可能为研究人员提供一种早期识别 有可能与同伴关系不好的儿童。第二，拟议的研究 我将研究象征性游戏和观点采择之间的联系， 和社会能力。如果象征性游戏与社会 儿童的能力，这将为研究人员提供一个成本- 一种有效的、自然的、潜在的普遍干预模式 有行为问题的学龄前儿童。了解链接 观点采择、象征性游戏和儿童的社会 与同行的能力将允许发展更有效的 预防和干预方案。

Previous research has shown that children with disruptive behavior problems tend to have poor relations with their peers and that these poor peer relations place the children at risk for later adjustment problems. However, although researchers have specified behaviors that account for disruptive children's tendency to become rejected by peers, such as biases towards attributing hostile intent to others, researchers have not yet specified internal mechanisms that account for children's biases and deficits. This proposed study will examine the possibility that children's perspective-taking abilities affect their social competence with peers. Specifically, the study will examine links between young children's cognitive and affective perspective-taking abilities, their symbolic play, and their observed behaviors with peers. The long-term objectives of this study are two-fold. First, if children's perspective-taking abilities at preschool age can be linked to problems in relations with peers, this might provide researchers with a method for early identification of children at risk for poor peer relations. Secondly, the proposed study will examine the links between symbolic play and both perspective-taking and social competence in children. If symbolic play is related to social competence in children, this would provide researchers with a cost- effective, naturalistic, and potentially universal mode of intervention for preschoolers at risk for behavior problems. Understanding the links between perspective-taking, symbolic play, and children's social competence with peers will allow for the development of more effective prevention and intervention programs.