Sökning: "child – teacher interactions"

Visar resultat 1 - 5 av 17 avhandlingar innehållade orden child – teacher interactions.

  1. 1. Pre-school Teachers’ Perceived Control and Behaviour Problems in Children

    Författare :Annie Hammarberg; Ann Frodi; Uppsala universitet; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; Psychology; pre-school teachers; perceived control; externalising behaviours; internalising behaviours; change; continuity; class size; child to adult ratio; sex distribution; child – teacher interactions; Psykologi; Psychology; Psykologi; Psychology; psykologi;

    Sammanfattning : In this thesis, pre-school teachers’ perceived control, is examined in relation to problem behaviours of children and the actions of teachers in the classroom. In addition, other factors that are thought to relate to teachers’ perceived control were studied. LÄS MER

  2. 2. Warriors and Worriers : Development, Protective and Exacerbating Factors in Children with Behavior Problems. A Study Across the First Six Years of School

    Författare :Lisbeth Henricsson; Ann-Margret Rydell; Ann Frodi; Uppsala universitet; []
    Nyckelord :Psychology; Externalizing behavior problems; Internalizing behavior problems; Social competence; Self-esteem; Teacher-child relationships; Peer relationships; School achievement; Loneliness; Teacher strategies; Psykologi;

    Sammanfattning : Various aspects of elementary school children's behavior problems were investigated in four studies. In Study I, teachers’ perceived low control over the classroom situation and a custodial teacher orientation were associated with teachers' (n = 86) preferences for authoritarian strategies (e.g. LÄS MER

  3. 3. Peer interaction in preschool: Necessary, but not sufficient : The influence of social interaction on the link between behavior difficulties and engagement among children with and without need of special support

    Författare :Madeleine Sjöman; Mats Granlund; Lena Almqvist; Gunvie Möllås; Kari-Anne Bottegaard Naess; Högskolan i Jönköping; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; preschool; engagement; hyperactive behavior; teacher responsiveness; peer-to-child interaction; Bioecological Systems Theory; niches; proximal processes; environmental factors; cross-sectional; transactional processes; longitudinal design;

    Sammanfattning : The overall aim of this thesis is to enhance knowledge regarding engagement among children with and without need of special support due to behavior difficulties. The influence of social interaction as well as the provision of special support in Swedish preschool were investigated. LÄS MER

  4. 4. Encountering Evolution : Children's Meaning-Making Processes in Collaborative Interactions

    Författare :Johanna Frejd; Magnus Hultén; Karin Stolpe; Konrad Schönborn; Christina Siry; Linköpings universitet; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Meaning-making processes; Science Education; Evolution; Multimodality; Collaborative Interaction; Exploratory studies; Meningsskapandeprocesser; Naturvetenskapsundervisning; Evolution; Multimodalitet; Interaktion; Explorativa studier;

    Sammanfattning : This thesis explores preschool class children’s meaning making processes when they encounter evolution. By adopting social semiotic and sociocultural perspectives on meaning making, three group-based tasks were designed. Video data from the activities were analysed using a multimodal approach. LÄS MER

  5. 5. "Vi började se barnen och deras samspel på ett nytt sätt " : Utveckling av samspelsdimensionen i förskolan med hjälp av Pedagogisk processreflektion

    Författare :Kerstin Bygdeson-Larsson; Gun-Marie Frånberg; Eva Alerby; Umeå universitet; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; The dimension of social interaction in pre-school; Resilient educational environment; Teacher-child interaction; Peer play and interaction; Mentalizing; Intersubjectivity; Activity system; Professional development; Special needs education; Samspelsdimensionen i förskolan; Resilient samspelsmiljö; Lärar-barn samspel; Barns lek och samspel; Mentalisering; Intersubjektivitet; Verksamhetssystem Professionsutveckling; Specialundervisning; Education; Pedagogik; Psychology; Psykologi; Pedgogical work; Pedagogiskt arbete; pedagogik; Education; Psychology; psykologi;

    Sammanfattning : The overall aim of the Educational Process Reflection (EPR) studies has been to develop a better understanding concerning interaction between adults and children and the conditions for children’s peer play and interaction within the pre-school arena. The ultimate goal of the present study is to explore how practitioners through the use of EPR may develop the dimension of social interaction between practitioners and children and between children, in order to consciously create a more healthy and inclusive experience for all children and especially for children at risk. LÄS MER