幼児の社会的地位と社会的行動特徴に関する仲間・実習生・教師アセスメント

抄録

This study examined the relations between children's sociometric status and perceptions on their social behaviors by peers, student teachers and a teacher. Positive and negative sociometric nomination measures were administered to 124 preschool children. Using a combination of these measures, five sociometric status groups were identified: popular (P), rejected (R), average (A), neglected (N) and controversial (C). Peers' perceptions of their social behaviors were assessed by nominations and those of student teachers and a teacher by their ratings to the identical 9-items. Three dimensions resulted from factor analysis of the assessment measures: aggression, social competence and withdrawal. All of peers, student teachers and a teacher perceived both R and C groups as more aggressive and both R and N groups as more socially incompetent than P group. Correlations between pairs of peers', student teachers' and a teacher's assessments to each dimension of aggression, social competence and withdrawal were all moderate but significant. These findings suggested that preschoolers could provide a reliable information of peers' social behavior as well as peers' social status.