Influence of Teachers' Grouping Strategies on Children's Peer Social Experiences in Early Elementary Classrooms.
early elementary classrooms
friendship
peer conflict
peer social experiences
teacher grouping strategies
Journal
Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902
Informations de publication
Date de publication:
2020
2020
Historique:
received:
25
07
2020
accepted:
24
11
2020
entrez:
4
1
2021
pubmed:
5
1
2021
medline:
5
1
2021
Statut:
epublish
Résumé
Most children experience some form of grouping in the classroom every day. Understanding how teachers make grouping decisions and their impacts on children's social development can shed light on effective teacher practices for promoting positive social dynamics in the classroom. This study examined the influence of teachers' grouping strategies on changes in young children's social experiences with peers across an academic year. A total of 1,463 children (51% girls,
Identifiants
pubmed: 33391107
doi: 10.3389/fpsyg.2020.587170
pmc: PMC7773690
doi:
Types de publication
Journal Article
Langues
eng
Pagination
587170Informations de copyright
Copyright © 2020 Kim, Lin, Chen, Logan, Purtell and Justice.
Déclaration de conflit d'intérêts
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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