Perceived, Expressed and Observed Prosociality among Four-Year-Old Girls and Boys in Childcare Centres

Autor/inn/en	Bouchard, Caroline; Coutu, Sylvain; Bigras, Nathalie; Lemay, Lise; Cantin, Gilles; Bouchard, Marie-Claire; Duval, Stéphanie
Titel	Perceived, Expressed and Observed Prosociality among Four-Year-Old Girls and Boys in Childcare Centres
Quelle	In: Early Child Development and Care, 185 (2015) 1, S.44-65 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.903940
Schlagwörter	Prosocial Behavior; Young Children; Child Care Centers; Teacher Attitudes; Preschool Teachers; Childhood Attitudes; Interpersonal Relationship; Problem Solving; Play; Peer Relationship; Gender Differences; Foreign Countries; Likert Scales; Video Technology; Vignettes; Canada; California Child Q Set + Suchen Sie Ihr Suchwort? Frühe Kindheit; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Problemlösen; Spiel; Peer-Beziehungen; Geschlechterkonflikt; Ausland; Likert-Skala; Kanada
Abstract	This article examines the prosociality of four-year-old girls and boys in childcare centres. More specifically, it aims to measure gender differences in prosociality among children, based on three sources and methods of evaluation: (1) the early childhood educator's (ECE) perception (perceived prosociality), (2) the children's own responses to hypothetical interpersonal problem-solving situations (expressed prosociality) and (3) observation of the children's prosocial behaviour during symbolic play with a peer (observed prosociality). In line with many studies in this field, the results show that girls are perceived by their ECEs as being more prosocial than boys. However, analyses of the data on expressed prosociality and observed prosociality did not reveal a significant gender effect. These results are discussed with respect to the influence that differential perceptions based on gender have on the assessment of children's prosociality. Some possible explanations for this gender gap, particularly in educational contexts, are put forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10