Well-being In Class: Social interaction And Adaptation in Preschoolers

Author(s):

Paola Perucchini(presenting / submitting)Giovanni Maria Vecchio Maria Gaetana Catalano

Conference:

ECER 2015

Network:

08. Research on Health Education

Format:

Poster

Session Information

08 SES 02 B PS, Visual Dialogue on Health Education Research

Interactive Poster Session

Time:

2015-09-08

15:15-16:45

Room:

107.Oktatóterem [C]

Chair:

Contribution

Background and Aims. Over last two decades, the research has shown how the social relations of children are more complex than we previously thought (Bugental & Grusec, 2006; Rubin, Bulkowski & Parker, 2006), paying more attention to the social competence and his adaptive role, emphasizing his promotion for well-being in educational contexts (Rose-Krasnor, 1997; January, Casey & Paulson, 2011).

The kindergarten is the place where children learn for the first time to interact with the peer group and to experience different ways of interaction that contribute to the development of their social skills. In this regard, already in preschoolers is possible to observe a variety of prosocial behaviors characterized by a behavioral repertoire that includes helping, sharing, consolation, aggression in defense and appeal to adults (Eisenberg, Fabes & Spinrad, 2006; Tremblay et al., 1992; Warden et al., 1996). Several studies have shown that the prosociality promotes social adjustment and protects from possible developmental risks (Baumgartner & Pistorio, 2006; Camodeca, 2008; Eisenberg et al., 2006).

Aim of this study are (a) to analyze the concurrent contribute of social competence in children’s adjustment (friendships and social preference) and maladjustment (externalizing and internalizing tendencies); (b) to varify the role of prosocial behaviors in promoting specific positive behaviors (cooperation) and group dynamics in the classroom and prevent maladaptive behaviors.

Method

Method. One hundred and sixty-five preschoolers (80 males and 85 females) between the ages of 4 and 6 years (mean = 4.96; SD = 0.98) participated in the study. The children came from five schools in Rome. A set of instruments were used to assess social competence, prosocial behaviors, adjustment and maladjustment, relational dynamics in the class. Teachers rated children interpersonal competence and behaviors using: - Social Competence and Behavior Evaluation – Short Form (SCBE-30; LaFreniere & Dumas, 1996; D’Odorico, Cassibba, 2001), including Social Competence (10 items), Anxiety-Withdrawal (10 items) and Anger-Aggression (10 items) subscales. Items are rated on a 4-point Likert scale (1 = never, 4 = always). - Social Behaviors Evaluation Questionnaire (SBEQ: D’Odorico, Cassibba, Buono, 2000; Tallandini e Morsan, 2006), including Positive Social Behaviors (5 items), Negative Social Behaviors (7 items) Social Participation (5 item) and Popularity (5 items) subscales. Items are rated on a 4-point Likert scale (1 = never, 4 = always). - Prosocial behaviors were assessed by 5 items taken from the SBEQ Positive Social Behaviors sub-scale. Children rated relational dynamics into the class using: - Class Dynamic Test (CDT: Ramsey,1997; Bombi, Bosco, Colantuono, 2002), allows to identify the relational dynamics (friendship, social preference, number of groups and isolated children).

Expected Outcomes

Results. Multiple Hierarchical Regression Analysis showed the pervasive role of social competence in increasing positive social behaviors and decreasing negative social behaviors. Moreover it showed the specific contribution of social participation in the explanation of anxiety-withdrawal and social preference. With regard to the prosocial behaviors, results confirmed gender differences already known. In particular, the females produced more frequently prosocial behaviors with respect to males. There were no age differences. Multiple Hierarchical Regression Analysis evidenced a significant contribution of prosocial behavior in promoting cooperative behaviors and popularity, as well as in decreasing internalized tendencies. Finally, prosocial behaviors contributed to a better understanding of the relationships in the class, with particular reference to friendship networks and isolated children. Conclusion. The results showed that preschoolers with a better social skills and prosocial skills present a higher adjustment and greater acceptance by peers. These results have important implication for the well-being in class, suggesting the adoption in school-practices of a constant attention to children’s relational skills and dynamics. This attention is favorite by the use of standardized instruments for systematically evaluate the children’s social behaviors in preschool. In addition, children prosocial skills are key resources through which the teachers can improve class climate and learning based on collaboration. The results confirm the importance of considering the development of social skills in general, and prosocial behaviors in particular, as educational goal to be pursued since kindergarten (January et al., 2011).

References

D’Odorico L., Cassibba R., Buono S. (2000). Le interazioni tra pari all’asilo nido: metodi di valutazione e variabili rilevanti. Età Evolutiva, 67, 3-14. Eisenberg N., Fabes R.A., Spinrad (2006). Prosocial behavior. In N. Eisenberg (Vol. Ed) and W. Damon & R. M. Lerner (Series Eds.), Handbook of child psychology, Vol. 3, Social, emotional, and personality development (6th ed.), 646-718, New York, Wiley. La Freniere P.J., Dumas J.E. (1996). Social Competence and Behaviour Evaluation in children ages 3 to 6 years: The Short Form (SCBE-30). Psychological Assessment, 8, 4, 369-377. Ramsey P. (1997). Class Dynamic Test: a procedure for assessing children social relationships. Manoscritto non pubblicato (citato in Baumgartner e Bombi, 2005).

Author Information

Paola Perucchini (presenting / submitting)

Roma Tre University

Rome

Giovanni Maria Vecchio

Roma Tre University, Italy

Maria Gaetana Catalano