Uppeldi og menntun - 01.01.2003, Qupperneq 162

MAT A SAMSKIPTAHÆFNI
FJOGURRA
ÁR A
B ARN A
ABSTRACT
This research studied the interpersonal understanding of 4-5 year old Icelandic
preschool children and the methods children use when collaborating with their
peers. The purpose of this study was to map the sociomoral development of 4-5 year
old Icelandic preschool children and to examine their interpersonal understanding
according to the DeVries et. al. classification system. Furthermore the study was
meant to examine whether the children in this research showed progress in interper-
sonal understanding during a nine month period. Two groups of children from two
preschools were examined twice during a nine month period. The children were
videotaped in pairs when playing a board game. The same pairs were videotaped in
January and again in September. The videotapes were analyzed and the behaviour of
the children was grouped according to a classification system for interpersonal
understanding developed by DeVries et. al. (DeVries, Reese-Learned and Morgan,
1992). The results were analyzed using quantitative methods with an interpretative
component as well.
The results show a picture of a child's interaction with its playmate. We see that
the methods five year olds use to avoid conflict and their interpersonal under-
standing is 85% unilateral. In other words their interaction strategies are based on
submission to the wishes of others or are one-way orders to control others, also their
sense of knowledge is physical. The results of the study show that during the nine
month period both groups show progress in sociomorai development. The results
indicate that the preschool child develops its own methods in collaboration, for
example in avoiding conflict. Furthermore the children use play and pretend-play to
solve problems and avoid conflict. There is also an interesting clue pointing to
different pattern in boys' and girls' methods of interacting. The results show indi-
vidual differences but at the same time it shows a child that is competent, strong and
creative. The child uses its own methods in collaborating with peers. It is the authors'
opinion that this image of the child should be the main focus of preschool
■ ■?’
professionals.
Kristín Karlsdóttir er
lektor viö Kennaraháskóla Islands
160