Nonsocial Play, Social Skills, and Problem Behavior in Kindergarten Children : A Longitudinal Study

摘要

本研究の目的は,2年保育の幼稚園における年少児(4歳児)の非社会的遊び(沈黙行動,ひとり静的行動,ひとり動的行動)に注目し,その変化および社会的スキル・問題行動との関連を男女別に明らかにすることであった。そのため,入園直後(Time 1)とその約半年後(Time 2)に幼児の非社会的遊びの観察を行い,Time 1,Time 2,および卒園直前(Time 3)に彼らの社会的スキル・問題行動について担任教師に評定を求めた。その結果,沈黙行動がTime 1からTime 2にかけて減少することが示された。また,社会的スキル・問題行動との関連において,沈黙行動は,男女共に主張スキルの低い子どもに見られた。ひとり静的行動は,Time 2にその行動が多く見られた場合,女児は協調スキルが低く不注意・多動傾向にあること,男児はTime 3における主張スキルの低さを予測することが明らかになった。ひとり動的行動は,行動が見られた時点ではいずれの関連も有意でなかったが,男児はTime 1のそれがその後の主張スキルの低さを,女児はTime 2のそれがTime 3における外在化した問題行動を予測した。The present study examined changes in nonsocial play (reticent behavior, solitary-passive behavior, and solitary-active behavior) and the relations between nonsocial play and social skills and problem behavior for boys (N=50) and girls (N=35) in 2-year-course kindergartens. Childrenu27s nonsocial play was observed immediately upon their entering kindergarten (Time 1) and 6 months later (Time 2). Their social skills and problem behavior were rated by their teachers at Time 1, Time 2, and just before graduation (Time 3). The results revealed that the rate of reticent behavior decreased from Time 1 to Time 2. Reticent behavior was negatively related to assertive skills in both the boys and the girls. Solitary-passive behavior at Time 2 was related to low cooperative skills and high carelessness/hyperactivity for the girls, and predicted low assertive skills at Time 3 for the boys. There were no significant relationships to solitary-active behavior at the same point in time. However, one of them at Time 1 predicted subsequent low assertive skills for the boys, and one at Time 2 predicted externalizing problem behavior at Time 3 for the girls.