서브메뉴
검색
Examining Children's Apologies in the Preschool Classroom
Examining Children's Apologies in the Preschool Classroom
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152035
- ISBN
- 9798383703960
- DDC
- 384
- 저자명
- Joyer, Amy C. M.
- 서명/저자
- Examining Childrens Apologies in the Preschool Classroom
- 발행사항
- [Sl] : University of Minnesota, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 326 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-02, Section: B.
- 주기사항
- Advisor: Vavrus, Mary.
- 학위논문주기
- Thesis (Ph.D.)--University of Minnesota, 2024.
- 초록/해제
- 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.
- 일반주제명
- Communication
- 일반주제명
- Developmental psychology
- 일반주제명
- Educational psychology
- 일반주제명
- Behavioral psychology
- 키워드
- Apology
- 키워드
- Children
- 키워드
- Peer conflicts
- 키워드
- Remorse
- 기타저자
- University of Minnesota Communication Studies
- 기본자료저록
- Dissertations Abstracts International. 86-02B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017162634
■00520250211152035
■006m o d
■007cr#unu||||||||
■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[Sl]▼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.
