Physical Interactions Involving Preschoolers and Kindergartners in a Childcare Center

Autor/inn/en	Fleck, Bethany; Chavajay, Pablo
Titel	Physical Interactions Involving Preschoolers and Kindergartners in a Childcare Center
Quelle	In: Early Childhood Research Quarterly, 24 (2009) 1, S.46-54 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2008.11.001
Schlagwörter	Preschool Children; Kindergarten; Young Children; Interaction; Nonverbal Communication; Child Development; Child Care Centers; Observation + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Interaktion; Non-verbal communication; Nonverbale Kommunikation; Kindesentwicklung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Beobachtung
Abstract	This naturalistic observational study described the similarities and differences in physical interactions involving preschoolers and kindergartners within the context of a US childcare facility. It examined patterns of touch involving the children across center and circle activities within the course of their day. Results indicated that preschoolers more often engaged in purposeful forms of physical contact than kindergartners. Of the purposeful forms of physical contact, affectionate touch occurred more frequently involving preschoolers than kindergartners. Together, these findings suggest that the extent and types of physical contact involving preschoolers and kindergartners may serve different developmental needs that are in accordance with children's ages, skills, and the emphasis placed on physical contact in the educational setting. (Contains 2 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10