Social Problem Solving and Strategy Use in Young Children
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| Title: | Social Problem Solving and Strategy Use in Young Children |
|---|---|
| Language: | English |
| Authors: | Green, Vanessa A., Cillessen, Antonius H. N., Rechis, Ruth |
| Source: | Journal of Genetic Psychology. Mar 2008 169(1):92-112. |
| Availability: | Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 21 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Elementary Secondary Education |
| Descriptors: | Social Problems, Antisocial Behavior, Females, Males, Interpersonal Competence, Problem Solving, Young Children, Play, Childhood Attitudes, Gender Differences, Predictor Variables, Student Behavior, Prosocial Behavior, Research Methodology, Interaction |
| DOI: | 10.3200/GNTP.169.1.92-112 |
| ISSN: | 0022-1325 |
| Abstract: | In the present study, the authors investigated what prosocial-assertive, passive, and coercive strategies 6-year-olds (N = 257) would propose in response to stories about 2 socially challenging situations: displacing another child in a game and obtaining a toy from another child. The scenarios also varied the gender composition of the characters. Participants' verbalizations while acting out their responses using toy props fell into 13 categories of strategies. Teachers reported antisocial behavior and social competence of the participants. Girls and boys responded similarly in their general suggestions of prosocial or assertive strategies, but girls were more likely to offer prosocial strategies with other girls than with boys. Teacher-rated competence and antisocial behavior interacted in predicting coercive responses by girls but not by boys. The results demonstrate that prosocial and antisocial behaviors need to be considered in interaction to fully understand the nature of social competence. |
| Abstractor: | As Provided |
| Entry Date: | 2009 |
| Accession Number: | EJ821621 |
| Database: | ERIC |
| Abstract: | In the present study, the authors investigated what prosocial-assertive, passive, and coercive strategies 6-year-olds (N = 257) would propose in response to stories about 2 socially challenging situations: displacing another child in a game and obtaining a toy from another child. The scenarios also varied the gender composition of the characters. Participants' verbalizations while acting out their responses using toy props fell into 13 categories of strategies. Teachers reported antisocial behavior and social competence of the participants. Girls and boys responded similarly in their general suggestions of prosocial or assertive strategies, but girls were more likely to offer prosocial strategies with other girls than with boys. Teacher-rated competence and antisocial behavior interacted in predicting coercive responses by girls but not by boys. The results demonstrate that prosocial and antisocial behaviors need to be considered in interaction to fully understand the nature of social competence. |
|---|---|
| ISSN: | 0022-1325 |
| DOI: | 10.3200/GNTP.169.1.92-112 |
