Observation and analysis of behavioral transitions in a preschool setting

Article Sidebar

PDF (Español (España))
Published: Dec 21, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v5.694
Keywords:
Observational methodology transitions persistence preschool children

Main Article Content

Carlos Santoyo Velasco
Universidad Nacional Autónoma de México

Abstract

How many times preschool age children change of activity in the classroom? What are the events who elicit transitions with more frequency? Once children return to the interrupted activities they persist in them? How teacher influences the academic and nonacademic tasks in classroom? These are questions that this work is aimed to answer with this field work. In a preschool setting four preschool age children were observed using the “Observation and behavioral system of social interactions” obtaining information of behavioral patterns that children exhibit in classroom and of the events that exert influence in such patterns. The events that predict transitions and the advantages of observational methodology in such setting are discussed.

Downloads

Download data is not yet available.

Article Details

How to Cite
Santoyo Velasco, C. (2014). Observation and analysis of behavioral transitions in a preschool setting. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 5(1), 355–360. https://doi.org/10.17060/ijodaep.2014.n1.v5.694
Issue
Vol. 5 No. 1 (2014): THE POWER OF EMOTIONS: POSITIVE PSYCHOLOGY
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Abramowitz, A.J., O’Leary, S.G., & Futtersak, M.W. (1988). The relative impact of long and short reprimands on children’s off-task behavior in the classroom. Behavior therapy, 19, 243-247.

Bakeman, R., & Gottman, J. (1986). Observing interaction: An introduction to sequential analysis. New York: Cambridge University Press.

Berk, L.E., & Landau, S. (1993). Private speech of learning disabled and normally achieving children in classroom academic and laboratory contexts. Child development, 64, 556-571.

Buxarrais, E.M.R. (1999). Análisis de los procesos educativos: La interacción entre iguales en el aula. En M.T. Anguera (ed.) Observación en la escuela: Aplicaciones (pp. 69-100). Barcelona: Edicions de la Universitat de Barcelona.

Faribia López Cervantes (2008). Transiciones conductuales en el escenario escolar: Un estudio longitudinal. Tesis de Licenciatura en Psicología, UNAM. 28 de noviembre de 2008.

Espinosa, A.M.C., Blanco, V.A., y Santoyo, V.C. (2006). El estudio del comportamiento en escenarios naturales: Observación de las Interacciones sociales. Desarrollo e interacción social: Teoría y métodos de investigación en contexto. (pp. 45-78). México: CONACYT 40242H/UNAM.

Gordillo, M.T. (2009). Interferencia social de niños en escenarios escolares. Tesis de Licenciatura en Psicología. Facultad de Psicología, UNAM. 16 de Junio del 2009.

Heller, M.S., & White, M.A. (1975). Rates of teacher verbal approval and disapproval to higher and lower ability classes. Journal of educational psychology, 67, 796-800.

Herrero, N.M.L. (1999). Aplicación de la metodología observacional al estudio del comportamiento infantil en el aula. En M.T. Anguera (ed.). Observación en la escuela: Aplicaciones (pp. 131-172). Barcelona: Edicions de la Universitat de Barcelona.

Quera, V. (1991). Muestreo y registro observacional. En M.T. Anguera (Ed.). Metodología observacional en la investigación psicológica: fundamentación. (pp. 241-329). Barcelona: P.P.U.

Santoyo, V.C. (2006). Persistencia y transiciones en escenarios naturales: Desarrollo, interferencia social e interrupción de patrones de comportamiento. En C. Santoyo y M.C. Espinosa (Eds.)

Desarrollo e interacción social: Teoría y métodos de investigación en contexto. (pp. 181-212). México: CONACYT 40242H/UNAM.

Santoyo, V.C., Fabián, T.A.L., y Espinosa, A.M.C. (2000). Estabilidad y cambio de transiciones de interferencia social: Un estudio de campo. Revista Mexicana de Análisis de la Conducta, 26, 299-317.

Santoyo, V.C., Morales, Ch.S., Colmenares, V.L., y Figueroa, B.N. (2007). Estudio longitudinal de patrones conductuales: Micro-análisis bajo una perspectiva de síntesis. En C. Santoyo (Ed.). Estabilidad y cambio de patrones de comportamiento en escenarios naturales: Un estudio longitudinal en Coyoacán (pp. 181-214). México: CONACYT 40242H/UNAM.

Tójar, H.J.C. (1999). Observación y evaluación de procesos de interacción en el aula. En M.T. Anguera (ed.). Observación en la escuela: Aplicaciones (pp. 101-130). Barcelona: Edicions de la Universitat de Barcelona.