Saturday, January 19, 2013
Personal Research Journey
The topic I chose is how the personality of a child caregiver influences a child's social emotion development. Children who enrolled in a childcare center spent their most day time with their teachers and peers. During the day time, I have seen that children would like to play nicely with their peers when their teachers are supportive, warm heart, soft and tender. In contrast, children would argue with each other and fight for the "right" when their teachers are controllable, directive, and "bossy". The fact is that children with changeling behavior in the "bossy" class are more than the supportive class. This personality is regardless how high the teacher has the child education degree. Would the personality of a teacher affects the social development of a child? I am interesting in finding out. I searched on this topic and found rare research on the topic. However, as a topic of simulation, I would try it.
I only find two articles related on the topic that I would like to study. One is Lisonbee, (2008). "Children’s cortisol and the quality of teacher–child relationships in child care." The study supports "problematic relationships may affect children’s physiological functioning both by failing to buffer the potential stress of the classroom and by causing anxiety for the child during teacher – child interactions". The other is Lee, (1994). "Personality characteristics of very desirable and undesirable childcare workers in a residential setting. " I have not gotten the full text of the article. However, I am interesting in the "Sixteen Personality Factor Questionnaire (16 PF) " using in the article, and am thinking to have a librarian to help to scan it. Also, I would like my colleagues to support me to find more information related this topic as well as to suggest opinion on the topic. Thanks in advance.
References
Lee, (1994). Personality characteristics of very desirable and undesirable childcare workers in a residential setting, Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/8197294
Lisonbee, J. A., Mize, J., Payne, A. L., & Granger, D. A. (2008). Children’s cortisol and the quality of teacher–child relationships in child care. Child Development, 79(6), 1818–1832, DOI: 10.1111/j.1467-8624.2008.01228.x
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Hi Sara
ReplyDeleteWhile you study the personality of teachers that might influence children's psychosocial development, perhaps, you need to factor in children's own temperament as well. A child's own temperament does have a part to play in responding to environment. Good job. Wong
I think if you do a search on social emotional development and teacher child relationships you will get many articles. The following website has a lot of information about social emotional development of young children http://csefel.vanderbilt.edu/. The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country. I think that they might help you out with your research.
ReplyDeleteI hope that this is helpful.
Jill
Sara,
ReplyDeleteA child caregiver's personality must influence they way he or she interacts with the children and finally influence their emotional, especially social development. My interest is also related to teacher and child relationships. Perhaps you can download the research paper the roles of child temperament on http://digitalcommons.unl.edu/cgi/viewcontent.cgi?. It says about the teacher's perception about a child that may also contribute to teacher-child interactions.