An analysis of preschool children's interpersonal behaviors by a longitudinal method

FUSAKO IIJIMA

doi:10.4992/psycholres1954.28.30

FUSAKO IIJIMA

Author information

Keywords: interpersonal behavior, longitudinal method, kindergarten, same sex pair, same sex group, solitary behavior, parallel behavior

JOURNAL FREE ACCESS

1986 Volume 28 Issue 1 Pages 30-40

DOI https://doi.org/10.4992/psycholres1954.28.30

Details

Published: April 30, 1986 Received: February 20, 1985 Available on J-STAGE: February 24, 2009 Accepted: September 14, 1985 Advance online publication: - Revised: -
Correction information
Date of correction: February 24, 2009 Reason for correction: - Correction: ABSTRACT Details: Wrong : This study analyzed the structure and the developmental changes of interpersonal behaviors of 42 preschool children using a longitudinal method over a 3-year-period. Four variables-sex (M. F.), enrolled year (1980, 1981), subcategory of interpersonal behaviors (solitary, parallel, same sex pair, same sex group, etc.) and term (1, 2, 3, 4, 5, 6, 7, 8, 9) were employed as the variables. As a result of factor analysis, five factors (“unoccupied behavior, ” “solitary behavior and teacher pair-same sex group, ” “same sex pair-mixed group, ” “same sex group with teacher, ” and “parallel behavior”) were identified. Boys were likely to play in “same sex groups, ” while girls were likely to play with their teacher. Interaction between teacher and children resulted in specific interpersonal behavior. In the first term, the child was engaged in a variety of activities. However, beginning with the fourth term, “same sex groups” and “same sex pair” were ranked higher, followed by “parallel behavior.” “Parallel behavior” sometimes represented the child's involvement in an activity. In future, multi-dimensional analysis of interpersonal behaviors and task-oriented behaviors should be performed.
Right : This study analyzed the structure and the developmental changes of interpersonal behaviors of 42 preschool children using a longitudinal method over a 3-year-period. Four variables-sex (M. F.), enrolled year (1980, 1981), subcategory of interpersonal behaviors (solitary, parallel, same sex pair, same sex group, etc.) and term (1, 2, 3, 4, 5, 6, 7, 8, 9) were employed as the variables. As a result of factor analysis, five factors (“unoccupied behavior, ” “solitary behavior and teacher pair-same sex group, ” “same sex pair-mixed group, ” “same sex group with teacher, ” and “parallel behavior”) were identified. Boys were likely to play in “same sex groups, ” while girls were likely to play with their teacher. Interaction between teacher and children resulted in specific interpersonal behavior. In the first term, the child was engaged in a variety of activities. However, beginning with the fourth term, “same sex groups” and same sex pair were ranked higher, followed by “parallel behavior.” “Parallel behavior” sometimes represented the child's involvement in an activity. In future, multi-dimensional analysis of interpersonal behaviors and task-oriented behaviors should be performed.

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : Bakeman, R., & Brownlee, J. R. 1980 The strategic use of parallel play: A sequential analysis. Child Development, 51, 873-878.
Barnes, K. E. 1971 Preschool play norms: A replication. Developmental Psychology, 5, 99-103.
Blurton Jones, N. 1972 Ethological studies of child behavior. Cambridge: Cambridge University Press.
McGrew, W. C. 1972 An ethological study of children's behavior. New York: Academic Press.
Moore, N. V., Evertson, C. M., & Brophy, J. E. 1974 Solitary play: Some functional reconsiderations. Developmental Psychology, 10, 830-834.
Nakano, S. 1984 Interrelationships between play dimensions in preschoolers. Japanese Journal of Educational Psychology, 32, 164-173. (In Japanese with English abstract)
Parten, M. B. 1932 Social participation among preschool children. Journal of Abnormal and Social Psychology, 27, 243-269.
Roper, R., & Hinde, R. A. 1978 Social behavior in a play group: Consistency and complexity. Child Development, 49, 570-579.
Rubin, K. H. 1982 Nonsocial play in preschoolers: Necessarily evil? Child Development, 53, 651-657.
Rubin, K. H., & Watson, K. S. 1978 Free play behaviors in preschool and kindergarten children. Child Development, 49, 534-536.
Rubin, K. H., Maioni, T. L., & Hornung, M. 1976 Free play behaviors in middle- and lower-class preschoolers: Parten and Piaget revised. Child Development, 47, 414-419.
Smith, P. K. 1978 A longitudinal study of social participation in preschool children: Solitary and parallel play reexamined. Developmental Psychology, 14, 517-523.
Smith, P. K., & Connolly, K. J. 1972 Patterns of play and social interaction in pre-school children. In N. Blurton Jones (Ed.), Ethological studies of child behavior. Cambridge: Cambridge University Press. Pp. 65-95.
Smith, P. K., & Connolly, K. J. 1980 The ecology of preschool behavior. Cambridge: Gambridge University Press.

Right : Bakeman, R., & Brownlee, J. R. 1980 The strategic use of parallel play: A sequential analysis. Child Development, 51, 873-878.
Barnes, K. E. 1971 Preschool play norms: A replication. Developmental Psychology, 5, 99-103.
Blurton Jones, N. 1972 Ethological studies of child behavior. Cambridge: Cambridge University Press.
McGrew, W. C. 1972 An ethological study of children's behavior. New York: Academic Press.
Moore, N. V., Evertson, G. M., & Brophy, J. E. 1974 Solitary play: Some functional reconsiderations. Developmental Psychology, 10, 830-834.
Nakano, S. 1984 Interrelationships between play dimensions in preschoolers. Japanese Journal of Educational Psychology, 32, 164-173.(In Japanese with English abstract)
Parten, M. B. 1932 Social participation among preschool children. Journal of Abnormal and Social Psychology, 27, 243-269.
Roper, R., & Hinde, R. A. 1978 Social behavior in a play group: Consistency and complexity. Child Development, 49, 570-579.
Rubin, K. H. 1982 Nonsocial play in preschoolers: Necessarily cvil? Child Development, 53, 651-657.
Rubin, K. H., & Watson, K. S. 1978 Free play behaviors in preschool and kindergarten children. Child Development, 49, 534-536.
Rubin, K. H., Maioni, T. L., & Hornung, M. 1976 Free play behaviors in middle- and lowerclass preschoolers: Parten and Piaget revised. Child Development, 47, 414-419.
Smith, P. K. 1978 A longitudinal study of social participation in preschool children: Solitary and parallel play reexamined. Developmental Psychology, 14, 517-523.
Smith, P. K., & Connolly, K. J. 1972 Patterns of play and social interaction in pre-school children. In N. Blurton Jones (Ed.), Ethological studies of child behavior. Cambridge: Cambridge University Press. Pp.65-95.
Smith, P. K., & Connolly, K. J. 1980 The ecology of preschool behavior. Cambridge: Cambridge University Press.

Date of correction: February 24, 2009 Reason for correction: - Correction: PDF FILE Details: -

Date of correction: February 24, 2009 Reason for correction: - Correction: ABSTRACT Details: Wrong : This study analyzed the structure and the developmental changes of interpersonal behaviors of 42 preschool children using a longitudinal method over a 3-year-period. Four variables-sex (M. F.), enrolled year (1980, 1981), subcategory of interpersonal behaviors (solitary, parallel, same sex pair, same sex group, etc.) and term (1, 2, 3, 4, 5, 6, 7, 8, 9) were employed as the variables. As a result of factor analysis, five factors (“unoccupied behavior, ” “solitary behavior and teacher pair-same sex group, ” “same sex pair-mixed group, ” “same sex group with teacher, ” and “parallel behavior”) were identified. Boys were likely to play in “same sex groups, ” while girls were likely to play with their teacher. Interaction between teacher and children resulted in specific interpersonal behavior. In the first term, the child was engaged in a variety of activities. However, beginning with the fourth term, “same sex groups” and same sex pair were ranked higher, followed by “parallel behavior.” “Parallel behavior” sometimes represented the child's involvement in an activity. In future, multi-dimensional analysis of interpersonal behaviors and task-oriented behaviors should be performed.
Right : This study analyzed the structure and the developmental changes of interpersonal behaviors of 42 preschool children using a longitudinal method over a 3-year-period. Four variables-sex (M. F.), enrolled year (1980, 1981), subcategory of interpersonal behaviors (solitary, parallel, same sex pair, same sex group, etc.) and term (1, 2, 3, 4, 5, 6, 7, 8, 9) were employed as the variables. As a result of factor analysis, five factors (“unoccupied behavior, ” “solitary behavior and teacher pair-same sex group, ” “same sex pair-mixed group, ” “same sex group with teacher, ” and “parallel behavior”) were identified. Boys were likely to play in “same sex groups, ” while girls were likely to play with their teacher. Interaction between teacher and children resulted in specific interpersonal behavior. In the first term, the child was engaged in a variety of activities. However, beginning with the fourth term, “same sex groups” and “same sex pair” were ranked higher, followed by “parallel behavior.” “Parallel behavior” sometimes represented the child's involvement in an activity. In future, multi-dimensional analysis of interpersonal behaviors and task-oriented behaviors should be performed.

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : Bakeman, R., & Brownlee, J. R. 1980 The strategic use of parallel play: A sequential analysis. Child Development, 51, 873-878.
Barnes, K. E. 1971 Preschool play norms: A replication. Developmental Psychology, 5, 99-103.
Blurton Jones, N. 1972 Ethological studies of child behavior. Cambridge: Cambridge University Press.
McGrew, W. C. 1972 An ethological study of children's behavior. New York: Academic Press.
Moore, N. V., Evertson, G. M., & Brophy, J. E. 1974 Solitary play: Some functional reconsiderations. Developmental Psychology, 10, 830-834.
Nakano, S. 1984 Interrelationships between play dimensions in preschoolers. Japanese Journal of Educational Psychology, 32, 164-173.(In Japanese with English abstract)
Parten, M. B. 1932 Social participation among preschool children. Journal of Abnormal and Social Psychology, 27, 243-269.
Roper, R., & Hinde, R. A. 1978 Social behavior in a play group: Consistency and complexity. Child Development, 49, 570-579.
Rubin, K. H. 1982 Nonsocial play in preschoolers: Necessarily cvil? Child Development, 53, 651-657.
Rubin, K. H., & Watson, K. S. 1978 Free play behaviors in preschool and kindergarten children. Child Development, 49, 534-536.
Rubin, K. H., Maioni, T. L., & Hornung, M. 1976 Free play behaviors in middle- and lowerclass preschoolers: Parten and Piaget revised. Child Development, 47, 414-419.
Smith, P. K. 1978 A longitudinal study of social participation in preschool children: Solitary and parallel play reexamined. Developmental Psychology, 14, 517-523.
Smith, P. K., & Connolly, K. J. 1972 Patterns of play and social interaction in pre-school children. In N. Blurton Jones (Ed.), Ethological studies of child behavior. Cambridge: Cambridge University Press. Pp.65-95.
Smith, P. K., & Connolly, K. J. 1980 The ecology of preschool behavior. Cambridge: Cambridge University Press.

Right : Bakeman, R., & Brownlee, J. R. 1980 The strategic use of parallel play: A sequential analysis. Child Development, 51, 873-878.
Barnes, K. E. 1971 Preschool play norms: A replication. Developmental Psychology, 5, 99-103.
Blurton Jones, N. 1972 Ethological studies of child behavior. Cambridge: Cambridge University Press.
McGrew, W. C. 1972 An ethological study of children's behavior. New York: Academic Press.
Moore, N. V., Evertson, C. M., & Brophy, J. E. 1974 Solitary play: Some functional reconsiderations. Developmental Psychology, 10, 830-834.
Nakano, S. 1984 Interrelationships between play dimensions in preschoolers. Japanese Journal of Educational Psychology, 32, 164-173.(In Japanese with English abstract)
Parten, M. B. 1932 Social participation among preschool children. Journal of Abnormal and Social Psychology, 27, 243-269.
Roper, R., & Hinde, R. A. 1978 Social behavior in a play group: Consistency and complexity. Child Development, 49, 570-579.
Rubin, K. H. 1982 Nonsocial play in preschoolers: Necessarily evil? Child Development, 53, 651-657.
Rubin, K. H., & Watson, K. S. 1978 Free play behaviors in preschool and kindergarten children. Child Development, 49, 534-536.
Rubin, K. H., Maioni, T. L., & Hornung, M. 1976 Free play behaviors in middle- and lowerclass preschoolers: Parten and Piaget revised. Child Development, 47, 414-419.
Smith, P. K. 1978 A longitudinal study of social participation in preschool children: Solitary and parallel play reexamined. Developmental Psychology, 14, 517-523.
Smith, P. K., & Connolly, K. J. 1972 Patterns of play and social interaction in pre-school children. In N. Blurton Jones (Ed.), Ethological studies of child behavior. Cambridge: Cambridge University Press. Pp.65-95.
Smith, P. K., & Connolly, K. J. 1980 The ecology of preschool behavior. Cambridge: Cambridge University Press.

Abstract

This study analyzed the structure and the developmental changes of interpersonal behaviors of 42 preschool children using a longitudinal method over a 3-year-period. Four variables-sex (M. F.), enrolled year (1980, 1981), subcategory of interpersonal behaviors (solitary, parallel, same sex pair, same sex group, etc.) and term (1, 2, 3, 4, 5, 6, 7, 8, 9) were employed as the variables. As a result of factor analysis, five factors (“unoccupied behavior, ” “solitary behavior and teacher pair-same sex group, ” “same sex pair-mixed group, ” “same sex group with teacher, ” and “parallel behavior”) were identified. Boys were likely to play in “same sex groups, ” while girls were likely to play with their teacher. Interaction between teacher and children resulted in specific interpersonal behavior. In the first term, the child was engaged in a variety of activities. However, beginning with the fourth term, “same sex groups” and “same sex pair” were ranked higher, followed by “parallel behavior.” “Parallel behavior” sometimes represented the child's involvement in an activity. In future, multi-dimensional analysis of interpersonal behaviors and task-oriented behaviors should be performed.

Corresponding author

Correction information

Register with J-STAGE for free!