An Exploratory Study of the Social Interactions of a Two-Year-Old Child.

Autor/in	Price, Susan E.
Titel	An Exploratory Study of the Social Interactions of a Two-Year-Old Child.
Quelle	(1983), (12 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Age Differences; Children; Infant Behavior; Naturalistic Observation; Nonverbal Communication; Social Behavior; Social Influences; Social Networks; Videotape Recordings + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Naturbeobachtung; Non-verbal communication; Nonverbale Kommunikation; Social behaviour; Soziales Verhalten; Sozialer Einfluss; Social network; Soziales Netzwerk
Abstract	Exploratory research was conducted to generate hypotheses regarding behaviors of a 2-year-old subject during social interaction with multi-age partners. The subject of the study was a female child age 2 years and 4 months. Interactions observed were limited to those occurring with a number of partners who were members of the subject's social network. Six children (ranging in age from 5 months to 11 years, 5 months) were observed in various combinations of partnerships with the subject over the course of approximately 1 month. Interactions in a variety of settings were videotaped as they naturally occurred; tapes were transcribed and analyzed according to elements of the ethnographic research cycle described by Spradley (1980). Domain analysis was employed to identify behavioral patterns. Emergent categories were further analyzed by means of taxonomies in order to determine more specific relationships between elements of the domains. Behavioral elements were recorded and tallied for each situation. Additionally, the quantity of social interaction and the range of both verbal and nonverbal behaviors exhibited in interaction were examined. Seven hypotheses regarding the subject's social interaction were derived. Results suggest that the 2-year-old child may possess social competence that research has only begun to disclose. It is also suggested that the conclusions may have implications for teacher education, parent education, and early childhood programming. (Author/RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC