Early Childhood, Breakfast, and Related Tools: Analysis of Adults' Function as Mediators

Autor/inn/en	Belza, Haizea; Herrán, Elena; Anguera, M. Teresa
Titel	Early Childhood, Breakfast, and Related Tools: Analysis of Adults' Function as Mediators
Quelle	In: European Journal of Psychology of Education, 35 (2020) 3, S.495-527 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Belza, Haizea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-019-00438-4
Schlagwörter	Foreign Countries; Preschool Teachers; Preschool Children; Teacher Student Relationship; Interaction; Self Control; Child Behavior; Verbal Communication; Nonverbal Communication; Breakfast Programs; Individual Differences; Interpersonal Competence; Hungary (Budapest) + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Selbstbeherrschung; Non-verbal communication; Nonverbale Kommunikation; Schulfrühstück; Individueller Unterschied; Interpersonale Kompetenz
Abstract	This study presents the results of a systematic, 3-month-long observation of the verbal and gestural interactions which took place between a preschool teacher and six children aged between 23 and 34 months during breakfast at Emmi Pikler preschool in Budapest. The aim was to analyze access to the conventional use of everyday tools during this activity. The complementary nature of the lag sequential analysis and polar coordinate analysis techniques enabled an in-depth exploration of how the adult-object-child triad evolved and varied in each case. The results revealed that the gradual introduction of tools and adaptation to each child's individual differences, in accordance with their specific level of autonomy, helped children regulate their conduct toward increasingly socialized mealtime behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01