DEVELOPMENT OF SOCIAL UNDERSTANDING IN THE FAMILY

家庭中社会理解的发展

• 批准号: 2198779
• 负责人: JUDITH F DUNN
• 金额: $ 12.27万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 1988
• 资助国家: 美国
• 起止时间: 1988-05-01 至 1995-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2198779
• 关键词: academic achievement; behavior test; child behavior; child psychology; early experience; emotions; family structure /dynamics; friendships; human subject; intelligence; interpersonal relations; interview; longitudinal human study; middle childhood (6-11); morals; parent offspring interaction; peer group; personality; preschool child (1-5); psychological values; questionnaires; self concept; siblings; social adjustment; social behavior; social conformity; social perception; stress; teacher; videotape /videodisc

The purpose of this research is to examine the development of children's social and moral understanding, and the connections between this social understanding, their close relationships with family members and with friends, and their self concepts in their early school years. The relations between children's early family experiences, and their social understanding, relationships with friends and family and self concepts during the kindergarten and first grade years will be examined in a sample of 50 children previously studied as preschoolers as part of the investigator's ongoing research (HD-23158-02). The children will be observed and interviewed at home with mothers, siblings and friends, at the start and towards the end of their kindergarten year and of their first grade year. Naturalistic observations will focus on the children's negotiations in disputes, their conversations about the social world, and their cooperation in pretend play. Their reasoning about transgressions, conceptions of conflict resolution, their understanding of others' emotions and of the relations of belief to action, their perceived self competence, and accounts of stress at school will be assessed in interviews and experimental procedures. Information on school experiences and adjustment will be obtained from teachers. Developments in understanding of sociomoral rules and in the nature of close friendship will be described; competing hypotheses about the processes influencing individual differences in social understanding and friendship relations will be examined.

本研究的目的是考察儿童的认知能力的发展， 社会和道德的理解，以及这种社会之间的联系， 理解，他们与家庭成员的密切关系， 朋友，以及他们在早期学校的自我概念。 的 儿童早期的家庭经历与他们的社会关系 理解，与朋友和家人的关系以及自我概念 在幼儿园和一年级，将在一个 样本的50名儿童以前作为学龄前儿童研究的一部分， 研究者正在进行的研究（HD-23158-02）。 孩子们会 在家中与母亲、兄弟姐妹和朋友进行了观察和访谈， 幼儿园的开始和结束， 一年级的时候 自然观察将集中在孩子们的 在争论中的谈判，他们关于社会世界的谈话， 他们在假装游戏中的合作 他们对违法行为的推理， 解决冲突的概念，他们对他人的理解， 情绪和信念与行动的关系，他们的自我感知 能力，并在学校的压力帐户将评估， 访谈和实验程序。 学校信息 从教师那里获得经验和调整。 事态发展 对社会道德规则的理解和亲密关系的本质 友谊将被描述;竞争假说的过程 影响社会理解和友谊中的个体差异 关系将受到审查。