行为抑制学前儿童可以交朋友吗?
Hailey Fleece1, Nicholas J Wagner2, Andrea Chronis-Tuscano3
1Department of Human Development and Quantitative Methodology, University of Maryland.
Developmental psychology
|April 22, 2024
概括
高度抑制的学龄前儿童可以建立友. 在课堂上,行为抑制 (BI) 和社会焦虑的特定亚型预测了更少的友,这表明需要量身定制的干预措施.
科学领域:
- 儿童心理学 儿童心理学
- 发展心理学 发展心理学
- 焦虑症 焦虑症 焦虑症
背景情况:
- 极度抑制的学龄前儿童面临焦虑障碍的风险.
- 行为抑制 (BI) 是复杂的,有恐惧反应的变化 (例如,对陌生人与分离).
- 了解影响行为抑制儿童友形成的因素至关重要.
研究的目的:
- 调查行为抑制 (BI) 预测学龄前儿童友形成的特定特征.
- 为了确定教师评价的课堂行为是否预测这个人群中的友形成.
- 探索BI亚型与成功的同行互动之间的关系.
主要方法:
- 60名高度抑制的学龄前儿童 (平均年龄为52.57个月) 参加了每周八次自由游戏课程.
- 进行了父母对BI亚型的评估,以及教师对课堂行为的评估.
- 一个观察性协议跟踪了游戏期间的友形成.
主要成果:
- 26个孩子成功地建立并保持了一个朋友.
- 父母报告的BI与不熟悉的同龄人以及教师评估的社会焦虑预测了结交朋友的可能性较低.
- 干预反应与友形成没有相关性.
结论:
- 极度抑制的学龄前儿童表现出建立友的能力.
- 在BI和社会焦虑的个人差异影响友发展.
- 未来的干预措施应考虑针对行为抑制儿童的个性化方法.
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