Exploring the relationship between young children’s self-concept and prosocial behaviour in the Greek Ear-ly Childhood Education and Care setting: A study on soft skills assessment

pdf (English)
Δημοσιευμένα: Νοε 29, 2024
Ενημερώθηκε: 2024-11-29
Εκδόσεις:
2024-11-29 (2)
DOI: https://doi.org/10.12681/ppej.37269
Λέξεις-κλειδιά:
αντιλήψεις παιδιών πεποιθήσεις αυτο-αντίληψης προκοινωνική συμπεριφορά κοινωνικές δεξιότητες προσχολική αγωγή
Athina Vatou
Department of Early Childhood Education and Care, International Hellenic University, Greece
Anastasia Vatou
Department of Early Childhood Education and Care, International Hellenic University, Greece
https://orcid.org/0000-0001-9081-9068
Maria Tsitiridou-Evangelou
Department of Early Childhood Education and Care, International Hellenic University, Greece
Περίληψη

Ο σκοπός αυτής της εργασίας ήταν να διερευνήσει τις απόψεις των μικρών παιδιών για την αυτοαντίληψη τους και να εξετάσει την σχέση της με την προ-κοινωνική συμπεριφορά τους. Διερευνήθηκαν επίσης οι ψυχομετρικές ιδιότητες της κλίμακας "Adaptive Social Behavior Inventory (ASBI) " στο ελληνικό πλαίσιο της προσχολικής εκπαίδευσης. Η μελέτη στηρίζεται στην Κοινωνικό-συναισθηματική προσέγγιση που υπογραμμίζει τη σημασία της ανάπτυξης των διαπροσωπικών δεξιοτήτων στα πρώτα χρόνια. Το δείγμα περιελάμβανε 102 μικρά παιδιά (Μ.Τ. = 3.79, Τ.Α. = .20) και τους εκπαιδευτικούς τους από εννέα προσχολικά κέντρα. Τα εργαλεία που χρησιμοποιήθηκαν ήταν οι κλίμακες "Adaptive Social Behavior Inventory (ASBI)" και "Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA)". Τα αποτελέσματα από την παραγοντική ανάλυση υποστήριξαν τη δομή τεσσάρων παραγόντων της κλίμακας ASBI και την υψηλή αξιοπιστία της: προκοινωνική συμπεριφορά, συνεργασία/συμμόρφωση, αντικοινωνική συμπεριφορά και εμπιστοσύνη. Τα ευρήματα έδειξαν ότι οι πεποιθήσεις της αυτο-αντίληψης των μικρών παιδιών συνδέονται θετικά με την προκοινωνική συμπεριφορά των παιδιών. Συλλογικά, τα ευρήματα υπογραμμίζουν τη σημασία της υποστήριξης των πεποιθήσεων της αυτοαντίληψης των μικρών παιδιών και τον αντίκτυπό στη συμπεριφορά τους.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Creative Commons License

Αυτή η εργασία είναι αδειοδοτημένη υπό το CC Αναφορά Δημιουργού – Μη Εμπορική Χρήση – Παρόμοια Διανομή 4.0.

Οι συγγραφείς των άρθρων που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατίθενται με άδεια Creative Commons 3.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο). To Εργαστήριο Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και το Εθνικό Κέντρο Τεκμηρίωσης διατηρούν το δικαίωμα να δημοσιεύουν, να αναπαραγάγουν, να παρουσιάζουν στο κοινό, να διανέμουν και χρησιμοποιούν άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ σε οποιοδήποτε μέσο και μορφή είτε μεμονωμένα είτε ως μέρη συλλογικών  έργων, για όλο το χρόνο διάρκειας προστασίας της πνευματικής ιδιοκτησίας και για όλες τις χώρες του κόσμου. Αυτό περιλαμβάνει ενδεικτικά και όχι αποκλειστικά, το δικαίωμα δημοσίευσης των άρθρων σε τεύχη του περιοδικού ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ, αναπαραγωγής και διανομής μεμονωμένων αντιγράφων των άρθρων, αναπαραγωγής ολόκληρων των άρθρων σε άλλη έκδοση του Εργαστηρίου Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και του Εθνικού Κέντρου Τεκμηρίωσης και αναπαραγωγής και διανομής των άρθρων ή περίληψης αυτών με χρήση πληροφορικού συστήματος αποθετηρίου.

Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Alzahrani, M., Alharbi, M., & Alodwani, A. (2019). The effect of social-emotional compe-tence on children academic achievement and behavioural development. International Education Studies, 12(12), 141–149. https://doi.org/10.5539/ies.v12n12p141
Bagán, G., Tur-Porcar, A., & Llorca, A. (2019). Learning and parenting in Spanish environ-ments: Prosocial behaviour, aggression, and self-concept. Sustainability, 11(19), 5193. https://doi.org/10.3390/su11195193
Buss, D. M., & Schmitt, D. P. (2019). Mate preferences and their behavioural manifesta-tions. Annual review of psychology, 70, 77-110. https://doi.org/10.1146/annurev-psych-010418-103408
Carpendale, J. I., Hammond, S. I., & Atwood, S. (2013). A relational developmental systems approach to moral development. Advances in Child Development and Behaviour, 45, 125-153. https://doi.org/10.1016/b978-0-12-397946-9.00006-3
CASEL. (2015). Social and emotional learning core competencies. https://casel.org/
Coelho, V. A., Marchante, M., & Sousa, V. (2015). “Positive attitude”: A multilevel model analysis of the effectiveness of a Social and Emotional Learning Program for Portu-guese middle school students. Journal of Adolescence, 43, 29–38. https://doi.org/10.1016/j.adolescence.2015.05.009
Dapp, L. C., & Roebers, C. M. (2018). Self-concept in kindergarten and first grade children: A longitudinal study on structure, development, and relation to achieve-ment. Psychology, 09 (07), 1605–1629. https://doi.org/10.4236/psych.2018.97097
Dávila de León, M. C., Finkelstein, M., & Castien, J. I. (2011). Gender differences in proso-cial behaviour: Organizational citizenship behaviour. Anales De Psicología/Annals of Psy-chology, 27(2), 498-506.
Diakiw, J. (2016). Good for kids, good for us: Socio-emotional skill development in the early years. Our Schools Our Selves, 25(2), 39-46.
Diehl, M., & Hay, E. L. (2010). Risk and resilience factors in coping with daily stress in adulthood: The role of age, self-concept incoherence, and personal con-trol. Developmental Psychology, 46(5), 1132–1146. https://doi.org/10.1037/a0019937
Doumen, S., Buyse, E., Colpin, H., & Verschueren, K. (2011). Teacher–child conflict and ag-gressive behaviour in first grade: The intervening role of children's self‐esteem. Infant and Child Development, 20(6), 449-465. https://doi.org/10.1002/icd.725
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pa-gani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psycholo-gy, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Elbertson, N. A., Brackett, M. A., & Weissberg, R. P. (2010). School-based social and emo-tional learning (sel) programming: Current perspectives. Second International Handbook of Educational Change, 1017–1032. https://doi.org/10.1007/978-90-481-2660-6_57
Gavidia-Payne, S., Denny, B., Davis, K., Francis, A., & Jackson, M. (2015). Children’s self-concept: parental school engagement and student–teacher relationships in rural and urban Australia. Social Psychology of Education, 18, 121-136. https://doi.org/10.1007/s11218-014-9277-3
Gregoriadis, A., Grammatikopoulos, V., Tsigilis, N., & Verschueren, K. (2021). Teachers’ and children’s perceptions about their relationships: Examining the construct of depend-ency in the Greek sociocultural context. Attachment & Human Development, 23(5), 556-571. https://doi.org/10.1080/14616734.2020.1751990
Harter, S. (1982). The perceived competence scale for children. Child Development, 53(1), 87-97. https://doi.org/10.2307/1129640
Harter, S., & Pike, R. (1984). The pictorial scale of perceived competence and social ac-ceptance for young children. Child Development, 55(6), 1969-1982. https://doi.org/10.2307/1129772
Hogan, A. E., Scott, K. G., & Bauer, C. R. (1992). The Adaptive Social Behaviour Inventory (ASBI): A new assessment of social competence in high-risk three-year-olds. Journal of Psychoeducational Assessment, 10(3), 230–239. https://doi.org/10.1177/073428299201000303
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis: conventional versus new alternatives. Structural Equation Modeling, 6(1), 1–55. http://dx.doi.org/10.1080/10705519909540118.
Inglés, C. J., Agustín Ernesto Martínez-González, José Manuel García-Fernández, Tor-regrosa, M. S., & Cecilia Ruiz Esteban. (2012). Prosocial behaviour and self-concept of Spanish students of compulsory secondary education. Revista de Psicodidáctica,17(1), 135–156. https://doi.org/10.1387/revpsicodidact.1861
Inguglia, C., Ingoglia, S., & Coco, A. L. (2013). The relation between emotional support, self-concept, and social functioning among school-aged children. BPA-Applied Psychology Bulletin (Bollettino di Psicologia Applicata), 60(267), 3.
Jones, S., Bailey, R., & Kahn, J. (2019). The science and practice of social and emotional learning: Implications for state policymaking. State Education Standard, 19(1), 18-24.
Krettenauer, T., Campbell, S., & Hertz, S. (2013). Moral emotions and the development of the moral self in childhood. European Journal of Developmental Psychology, 10(2), 159-173. https://doi.org/10.1080/17405629.2012.762750
Lance, C. E., Butts, M. M., & Michels, L. C. (2006). The sources of four commonly reported cutoff criteria: What did they really say? Organizational Research Methods, 9(2), 202-220. https://doi.org/10.1177/1094428105284919
Leflot, G., Onghena, P., & Colpin, H. (2010). Teacher–child interactions: relations with chil-dren's self‐concept in second grade. Infant and Child Development, 19(4), 385-405. https://doi.org/10.1002/icd.672
Lippman, L. H., Ryberg, R., Carney, R., & Moore, K. A. (2015). Workforce connections: Key “soft skills” that foster youth workforce success: toward a consensus across fields.: Child Trends.
Lucas, B., & Venckutè, M. (2020). Creativity – a transversal skill for lifelong learning. An overview of existing concepts and practices: Literature review report. https://doi.org/ 10.2760/557196.
Malti, T., Ongley, S. F., Peplak, J., Chaparro, M. P., Buchmann, M., Zuffianò, A., & Cui, L. (2016). Children’s sympathy, guilt, and moral reasoning in helping, cooperation, and sharing: A 6-year longitudinal study. Child Development, 87(6), 1783–1795. https://doi.org/10.1111/cdev.12632
Manolitsis, G., Grigorakis, I., & Georgiou, G. K. (2017). The longitudinal contribution of ear-ly morphological awareness skills to reading fluency and comprehension in Greek. Frontiers in Psychology, 8, 1793. https://doi.org/10.3389/fpsyg.2017.01793
Mantzicopoulos, P., French, B. F., & Maller, S. J. (2004). Factor structure of the pictorial scale of perceived competence and social acceptance with two pre‐elementary samples. Child Development, 75(4), 1214-1228. https://doi.org/10.1111/j.1467-8624.2004.00734.x
McClelland, M. M., Tominey, S. L., Schmitt, S. A., & Duncan, R. (2017). SEL interventions in early childhood. The Future of Children, 27(1), 33-47. http://doi.org/10.1253/foc.2017.0002
Melhuish, E., Sylva, C., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2001). EPPE technical paper 7: Social/behavioural and cognitive development at 3–4 years in relation to family back-ground. Institute of Education.
National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.
Nazaré de Freitas, A. P., & Assoreira Almendra, R. (2022). Teaching and learning soft skills in design education, opportunities and challenges: A literature review. Springer Series in Design and Innovation, 17, 261–272. https://doi.org/10.1007/978-3-030-86596-2_20
OECD (2020). Early learning and child well-being: A study of five-year-olds in England, Estonia and the United States. OECD Publishing. https://doi.org/10.1787/39900407f-en
Önder, A., Gülay Ogelman, H., & Göktaş, İ. (2019). Examining the correlations between the self-perception of preschool children and their levels of being liked by their peers. Early Child Development And Care, 191(14), 2260-2268. https://doi.org/10.1080/03004430.2019.1700239
Papadopoulos, D. (2021). Examining the relationships among cognitive ability, domain-specific self-concept, and behavioural self-esteem of gifted children aged 5–6 years: A cross-sectional study. Behavioural Sciences, 11(93), 1-17. https://doi.org/10.3390/bs11070093
Papadopoulou, E., & Gregoriadis, A. (2017). Young children’s perceptions of the quality of teacher–child interactions and school engagement in Greek kindergartens. Journal of Early Childhood Research, 15(3), 323-335. https://doi.org/10.1177/1476718X16656212
Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weiss-berg, R. P. (2000). Social and Emotional Learning: A framework for promoting mental health and reducing risk behaviour in children and youth. Journal of School Health, 70(5), 179–185. https://doi.org/10.1111/j.1746-1561.2000.tb06468.x
Piaget, J. (2013). Play, dreams and imitation in childhood. Routledge. https://doi.org/10.4324/9781315009698
Putnick, D. L., Hahn, C., Hendricks, C., & Bornstein, M. H. (2019). Developmental stability of scholastic, social, athletic, and physical appearance self‐concepts from preschool to early adulthood. Journal of Child Psychology and Psychiatry, 61(1), 95–103. https://doi.org/10.1111/jcpp.13107
Ralli, A. M., Kazali, E., Kanellou, M., Mouzaki, A., Antoniou, F., Diamanti, V., & Papaioan-nou, S. (2021). Oral language and story retelling during preschool and primary school years: developmental patterns and interrelationships. Journal of Psycholinguistic Re-search, 50, 1-17. https://doi.org/10.1007/s10936-021-09758-3
Rutkowski, L., & Svetina, D. (2014). Assessing the hypothesis of measurement invariance in the context of large-scale international surveys. Educational and Psychological Measure-ment, 74(1), 31-57. https://doi.org/10.1177/0013164413498257
Salminen, J., Khanolainen, D., Koponen, T., Torppa, M., & Lerkkanen, M.-K. (2021). Devel-opment of numeracy and literacy skills in early childhood—A longitudinal study on the roles of home environment and familial risk for reading and math difficul-ties. Frontiers in Education, 6.1-23. https://doi.org/10.3389/feduc.2021.725337
Sammons, P., Sylva, K., Melhuish, E. C., Siraj-Blatchford, I., Taggart, B., & Elliot, K. (2003). EPPE Technical Paper 8b: Measuring the impact of pre-school on children’s social/behavioural development over the pre-school period. Institute of Education/DfES.
Satorra, A., & Bentler, P. M. (2010). Ensuring positiveness of the scaled difference chi-square test statistic. Psychometrika, 75(2), 243-248. https://doi.org/10.1007/S11336-009-9135-Y
Shavelson, R., Hubner, J., & Stanton, G. (1976). Self-concept: Validation of construct inter-pretations. Review Of Educational Research, 46(3), 407-441. https://doi.org/10.3102/00346543046003407
Spilt, J. L., van Lier, P. A. C., Leflot, G., Onghena, P., & Colpin, H. (2013). Children’s social self-concept and internalizing problems: The influence of peers and teachers. Child Development, 85(3), 1248–1256. https://doi.org/10.1111/cdev.12181
Svetlova, M., Nichols, S. R., & Brownell, C. A. (2010). Toddlers’ prosocial behaviour: From instrumental to empathic to altruistic helping. Child Development, 81(6), 1814-1827. https://doi.org/10.1111/j.1467-8624.2010.01512.x
Swit, C., & McMaugh, A. (2012). Relational aggression and prosocial behaviours in Australi-an preschool children. Australasian Journal of Early Childhood, 37(3), 30–34. https://doi.org/10.1177/183693911203700305
Sylva, K., Sammons, P., Melhuish, E., Siraj, I., & Taggart, B. (2020). Developing 21st century skills in early childhood: the contribution of process quality to self-regulation and pro-social behaviour. Zeitschrift Für Erziehungswissenschaft 23, 465-484. https://doi.org/10.1007/s11618-020-00945-x
Thompson, R. A., & Goodman, M. (2009). Development of self, relationships, and socioemo-tional competence: Foundations for early school success. In O. A. Barbarin & B. H. Wasik (Eds.), Handbook of child development and early education: Research to practice (pp. 147–171). Guilford Press.
Triandis, H. C. (2018). Individualism and collectivism. Routledge.
Vatou, A., Gregoriadis, A., Tsigilis, N., & Grammatikopoulos, V. (2023). Quality of teacher–child relationships: An exploration of its effect on children’s emergent literacy skills. International Journal of Early Childhood, 55(2), 279-294. https://doi.org/10.1007/s13158-022-00325-y
Verschueren, K., Doumen, S., & Buyse, E. (2012). Relationships with mother, teacher, and peers: unique and joint effects on young children's self-concept. Attachment &Amp; Human Development, 14(3), 233-248.
https://doi.org/10.1080/14616734.2012.672263
Vretudaki, H., & Tafa, E. (2022). Personal and fictional narratives development in kindergar-ten children. The effects of an intervention programme. Early Child Development and Care, 192(16), 2545-2558. https://doi.org/10.1080/03004430.2022.2027397
Walgermo, B. R., Foldnes, N., Uppstad, P. H., & Solheim, O. J. (2018). Developmental dy-namics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling. Reading and Writing, 31, 1379-1399. https://doi.org/10.1007/s11145-018-9843-8
Wikman, C., Allodi, M. W., & Ferrer-Wreder, L. A. (2022). Self-Concept, prosocial school behaviours, well-being, and academic skills in elementary school students: A whole-child perspective. Education Sciences, 12(5), 298. https://doi.org/10.3390/educsci12050298