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Examining Children's Apologies in the Preschool Classroom.
Examining Children's Apologies in the Preschool Classroom.
상세정보
- 자료유형
- 학위논문
- Control Number
- 0017162634
- International Standard Book Number
- 9798383703960
- Dewey Decimal Classification Number
- 384
- Main Entry-Personal Name
- Joyer, Amy C. M.
- Publication, Distribution, etc. (Imprint
- [S.l.] : University of Minnesota., 2024
- Publication, Distribution, etc. (Imprint
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- Physical Description
- 326 p.
- General Note
- Source: Dissertations Abstracts International, Volume: 86-02, Section: B.
- General Note
- Advisor: Vavrus, Mary.
- Dissertation Note
- Thesis (Ph.D.)--University of Minnesota, 2024.
- Summary, Etc.
- 요약Although acts of apology are learned early in development and play a fundamental role in repairing interpersonal relationships, most children's apology research is not based on naturally occurring child apologies but on children's impressions of adult actors, hypothetical peers, or story characters apologizing for transgressions. This study focused on closing the gaps between the current understanding of young children's impressions of apologies and their actual apologetic behavior by examining 3- to 5-year-old children's naturally occurring peer apologies in two preschool classrooms. An apology coding frame was created to account for verbal and nonverbal apologetic communication behaviors and social repair was measured using forgiveness markers, a peer likeability sorting task, and the time it took to return to play following each conflict. Responses from child participant interviews and parent and teacher surveys were used to evaluate differences in child participants' ideas about apologies, their actual apologetic communication behaviors, and parent and teacher expectations. Findings add to the broader understanding of early apologetic behavior by (a) confirming that preschoolers' verbal apology use is positively associated with peer likability in a natural setting, (b) offering new insights into preschooler's apologetic communication tendencies by substantiating how preschool children use nonverbal apologetic behaviors at a significantly higher rate than verbal apologetic behaviors, and (c) documenting differences between preschool children's understanding of apologies and their apologetic tendencies following actual peer conflicts.
- Subject Added Entry-Topical Term
- Communication.
- Subject Added Entry-Topical Term
- Developmental psychology.
- Subject Added Entry-Topical Term
- Early childhood education.
- Subject Added Entry-Topical Term
- Educational psychology.
- Subject Added Entry-Topical Term
- Behavioral psychology.
- Index Term-Uncontrolled
- Apology
- Index Term-Uncontrolled
- Children
- Index Term-Uncontrolled
- Peer conflicts
- Index Term-Uncontrolled
- Forgiveness markers
- Index Term-Uncontrolled
- Preschool classrooms
- Index Term-Uncontrolled
- Remorse
- Added Entry-Corporate Name
- University of Minnesota Communication Studies
- Host Item Entry
- Dissertations Abstracts International. 86-02B.
- Electronic Location and Access
- 로그인을 한후 보실 수 있는 자료입니다.
- Control Number
- joongbu:654439
MARC
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■020 ▼a9798383703960
■035 ▼a(MiAaPQ)AAI31335377
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a384
■1001 ▼aJoyer, Amy C. M.
■24510▼aExamining Children's Apologies in the Preschool Classroom.
■260 ▼a[S.l.]▼bUniversity of Minnesota. ▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a326 p.
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: B.
■500 ▼aAdvisor: Vavrus, Mary.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2024.
■520 ▼aAlthough acts of apology are learned early in development and play a fundamental role in repairing interpersonal relationships, most children's apology research is not based on naturally occurring child apologies but on children's impressions of adult actors, hypothetical peers, or story characters apologizing for transgressions. This study focused on closing the gaps between the current understanding of young children's impressions of apologies and their actual apologetic behavior by examining 3- to 5-year-old children's naturally occurring peer apologies in two preschool classrooms. An apology coding frame was created to account for verbal and nonverbal apologetic communication behaviors and social repair was measured using forgiveness markers, a peer likeability sorting task, and the time it took to return to play following each conflict. Responses from child participant interviews and parent and teacher surveys were used to evaluate differences in child participants' ideas about apologies, their actual apologetic communication behaviors, and parent and teacher expectations. Findings add to the broader understanding of early apologetic behavior by (a) confirming that preschoolers' verbal apology use is positively associated with peer likability in a natural setting, (b) offering new insights into preschooler's apologetic communication tendencies by substantiating how preschool children use nonverbal apologetic behaviors at a significantly higher rate than verbal apologetic behaviors, and (c) documenting differences between preschool children's understanding of apologies and their apologetic tendencies following actual peer conflicts.
■590 ▼aSchool code: 0130.
■650 4▼aCommunication.
■650 4▼aDevelopmental psychology.
■650 4▼aEarly childhood education.
■650 4▼aEducational psychology.
■650 4▼aBehavioral psychology.
■653 ▼aApology
■653 ▼aChildren
■653 ▼aPeer conflicts
■653 ▼aForgiveness markers
■653 ▼aPreschool classrooms
■653 ▼aRemorse
■690 ▼a0459
■690 ▼a0620
■690 ▼a0518
■690 ▼a0525
■690 ▼a0384
■71020▼aUniversity of Minnesota▼bCommunication Studies.
■7730 ▼tDissertations Abstracts International▼g86-02B.
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162634▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
