ERIC Number: ED229159
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Children's Strategies in Interpersonal and Task Situations.
Shapiro, Edna K.; And Others
An approach to studying children's strategies in social interactions and in material tasks has been developed for use with children 3 through 6 years of age. The Children's Strategies Assessment System (CSAS) provides both a time and an event sample of behaviors and records children's strategies under each of five constructs: involvement, planning, monitoring, accommodation, and outcome. In addition, social strategies are differentiated from strategies with objects, or "mastery" activities. To assess task strategies, a structured task called "Animal Stalls" has been developed. Basically, the Animal Stalls task requests the child to reproduce a model block construction. There are two-, three-, and six-stall models with progressively complex arches for children aged 3 to 6. The Animal Stalls block construction task was administered to 75 children from public and private preschools and public kindergartens. The outcome of the construction process was analyzed to yield a Completion Success Index; protocols were sorted into five categories based on reproduction accuracy. Children's classroom teachers assessed subjects' general competence in social situations and on school-related tasks. A similar study in progress observes a sample of forty-five 4-year-olds and young 5-year-olds in both the classroom and on the Animal Stalls Task; teachers' ratings of the children's competence in social and school-related mastery competence are also being collected. Results of the first study and preliminary findings of the second study are discussed. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Administration for Children, Youth, and Families (DHHS), Washington, DC.
Authoring Institution: Bank Street Coll. of Education, New York, NY.
Identifiers: Animal Stalls Task; Childrens Strategies Assessment System; Social Interaction
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Detroit, MI, April 21-24, 1983).