| Abstract: | This naturalistic study investigated the social interactions among preschoolers in a nationally accredited preschool for a period of eight months as they attempted to gain entrance into social contexts such as play and large and small group activities. The reciprocating responses by the children's peers were also observed. Initially, 27 four and five-year-olds were observed. At the end of the study, 11 of the original children were present. The children were observed during unstructured activities and data were collected through the use of a social interaction observation instrument devised by the researcher, audio and video taping, and field notes. The researcher served as an on-site participant/observer two to four hours per week throughout the study. Analysis of the data indicate the following: (1) The children were accepted into social contexts by their peers more often than they were rejected. (2) The children in this study utilized verbal strategies more often than Non verbal strategies when attempting entrance into social contexts, with girls observed initiating more positive verbal entries than boys. (3) The children were most successful in gaining entrance when making statements and/or commands. (4) Children engaged in few solitary activities and spent most of their time making bids for entrance into ongoing activities or social contexts. (5) Peers most often responded Non verbally when targeted for entrance into ongoing activities, using strategies such as ignoring a child's entrance, but allowing it to occur. (6) Few negative, verbal or physical entrances were observed by the children in this study. The results from this study indicate that children who possess social skills and verbal communication strategies are more likely to be accepted by their peers when attempting entrance into social contexts. |
|---|