Examination of the Effect of Perspective-Taking Skills of Six-Year-Old Children on Their Social Competences

Autor/inn/en	Gülay Ogelman, Hülya; Oguz, Vuslat; Körükçü, Özlem; Köksal Akyol, Aysel
Titel	Examination of the Effect of Perspective-Taking Skills of Six-Year-Old Children on Their Social Competences
Quelle	In: Early Child Development and Care, 187 (2017) 1, S.59-67 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1150274
Schlagwörter	Foreign Countries; Perspective Taking; Interpersonal Competence; Young Children; Preschool Children; Kindergarten; Predictor Variables; Regression (Statistics); Peer Relationship; Emotional Response; Teacher Expectations of Students; Aggression; Statistical Significance; Failure; Success; Turkey + Suchen Sie Ihr Suchwort? Ausland; Zukunftsperspektive; Interpersonale Kompetenz; Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prädiktor; Regression; Regressionsanalyse; Peer-Beziehungen; Emotionales Verhalten; Erfolg; Türkei
Abstract	The purpose of this study is to reveal the effect of perspective-taking skills of six-year-old children on their social competences. Determined by two independent kindergartens at Yenisehir district in Mersin as study groups, 115 children (59 girls, 56 boys) in the age group of 6, constituted the study group of the study. In order to reveal the predictor effect of perspective-taking skill on level of social competence, the technique of simple linear regression analysis was used in the data analysis. According to the results, the cognitive perspective-taking skill of six-year-old children predicted variables of entering a peer group, reaction to provocation, teacher expectations, and reactive aggression in a statistically significant manner. However, the cognitive perspective-taking skill of six-year-old children did not predict variables of reaction to failure, reaction to success, social expectations, and proactive aggression in a statistically significant manner. In addition, perceptual and affective perspective-taking skills did not predict the variables of entering a peer group, reaction to provocation, reaction to failure, reaction to success, social expectations, teacher expectations, reactive aggression, and proactive aggression in a statistically significant manner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01