DEVELOPMENT OF SOCIAL UNDERSTANDING IN THE FAMILY

家庭中社会理解的发展

• 批准号: 2198779
• 负责人: JUDITH F DUNN
• 金额: $ 12.27万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 1988
• 资助国家: 美国
• 起止时间: 1988-05-01 至 1995-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2198779
• 关键词: academic achievement; behavior test; child behavior; child psychology; early experience; emotions; family structure /dynamics; friendships; human subject; intelligence; interpersonal relations; interview; longitudinal human study; middle childhood (6-11); morals; parent offspring interaction; peer group; personality; preschool child (1-5); psychological values; questionnaires; self concept; siblings; social adjustment; social behavior; social conformity; social perception; stress; teacher; videotape /videodisc

The purpose of this research is to examine the development of children's social and moral understanding, and the connections between this social understanding, their close relationships with family members and with friends, and their self concepts in their early school years. The relations between children's early family experiences, and their social understanding, relationships with friends and family and self concepts during the kindergarten and first grade years will be examined in a sample of 50 children previously studied as preschoolers as part of the investigator's ongoing research (HD-23158-02). The children will be observed and interviewed at home with mothers, siblings and friends, at the start and towards the end of their kindergarten year and of their first grade year. Naturalistic observations will focus on the children's negotiations in disputes, their conversations about the social world, and their cooperation in pretend play. Their reasoning about transgressions, conceptions of conflict resolution, their understanding of others' emotions and of the relations of belief to action, their perceived self competence, and accounts of stress at school will be assessed in interviews and experimental procedures. Information on school experiences and adjustment will be obtained from teachers. Developments in understanding of sociomoral rules and in the nature of close friendship will be described; competing hypotheses about the processes influencing individual differences in social understanding and friendship relations will be examined.

这项研究的目的是检查儿童的发展 社会和道德理解，以及这种社会之间的联系 理解，他们与家人以及与家人的密切关系 朋友，以及他们早期的自我观念。 这 儿童早期家庭经历与他们的社会之间的关系 理解，与朋友和家人的关系以及自我概念 在幼儿园和一年级期间，将在 以前被研究为学龄前儿童的50名儿童的样本 研究者正在进行的研究（HD-23158-02）。 孩子们会 观察并在家中与母亲，兄弟姐妹和朋友在家中接受采访 幼儿园和他们的幼儿园结束的开始和 一年级。 自然主义的观察将集中于儿童的 争端的谈判，他们关于社会世界的对话以及 他们在假装比赛中的合作。 他们对违法行为的推理， 解决冲突的概念，他们对他人的理解 情绪和信仰与行动的关系，他们所感知的自我 能力和学校压力的记载将在 访谈和实验程序。 有关学校的信息 经验和调整将从老师那里获得。 发展 在理解社会学规则和亲密的本质中 友谊将被描述；关于过程的竞争假设 影响社会理解和友谊的个体差异 关系将进行检查。