Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Previous article
Next article
Originalarbeit

Internalisierendes und externalisierendes Verhalten von Kindern und ihre Teilhabe an Interaktionen

Published Online:December 09, 2021https://doi.org/10.1026/0049-8637/a000244

Abstract

Zusammenfassung. Die explorative Studie untersucht die Assoziation zwischen internalisierendem und externalisierendem Verhalten von Kindern und ihrer Beteiligung an Interaktionen generell sowie spezifisch an Sustained Shared Thinking (SST). Dazu wurden Interaktionen zwischen gesamthaft zwölf Fachpersonen und 28 Kindern im Alter zwischen drei und fünf Jahren in Deutschschweizer Kindertagesstätten aufgezeichnet. Internalisierendes und externalisierendes Verhalten wurden mittels Einschätzungen der Eltern über den Fragebogen zu Stärken und Schwächen (Strengths and Difficulties Questionnaire, SDQ-Deu) erfasst. Die Ergebnisse zeigten, dass internalisierendes und externalisierendes Verhalten der Kinder nicht mit ihrer Beteiligung an Interaktionen assoziiert waren. Jedoch hatten Kinder mit ausgeprägterem internalisierendem Verhalten signifikant weniger und Kinder mit ausgeprägterem externalisierendem Verhalten signifikant häufiger an SST-Interaktionen teil. Fachpersonen sollten dafür sensibilisiert werden, im Freispiel häufiger Kinder mit ausgeprägterem internalisierendem und weniger ausgeprägtem externalisierendem Verhalten in SST einzubinden.


Internalizing and Externalizing Children’s Behaviors and Their Involvement in Interactions

Abstract. The present explorative study examines the association between children’s internalizing and externalizing behaviors and their involvement in interactions in general as well as specifically their participation in Sustained Shared Thinking (SST). We videotaped the interactions between a total of 12 teachers and 28 children aged 3 to 5 years in daycare centers in the German-speaking part of Switzerland during free-play. We assessed the children’s internalizing and externalizing behaviors using the Strengths and Difficulties Questionnaire (SDQ-Deu). The results showed that children’s internalizing and externalizing behaviors were not associated with their involvement in interactions. Their internalizing behaviours disfavor and their externalizing behaviours favor their participation in SST. Teachers should be sensitized to more frequently involving children with more internalizing and less externalizing behaviours in SST during free-play.

Literatur

  • Alink, L. R. A., Mesman, J., van Zeijl, J., Stolk, M. N., Juffer, F. & Koot, H. M. (2006). The early childhood aggression curve: Development of physical aggression in 10- to 50-month-old children. Child Development, 77, 954 – 966. https://doi.org/10.1111/j.1467-8624.2006.00912.x First citation in articleCrossref, Google Scholar

  • Besser, A., Döhnert, M. & Stadelmann, S. (2019). Verschiedene sozioökonomische Faktoren als Prädiktoren für internalisierende und externalisierende Störungsbilder des Kindes- und Jugendalters. Zeitschrift für Kinder- Jugendpsychiatrie und Psychotherapie, 47, 345 – 258. https://doi.org/10.1024/1422-4917/a000668 First citation in articleLink, Google Scholar

  • Buyse, E., Verschueren, K., Doumen, S., van Damme, J. & Maes, F. (2008). Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology, 46, 367 – 391. https://doi.org/10.1016/j.jsp.2007.06.009 First citation in articleCrossref, Google Scholar

  • Campbell, S. B., Shaw, D. S. & Gilliom, M. (2000). Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment. Development and Psychopathology, 12, 467 – 488. https://doi.org/10.1017/s0954579400003114 First citation in articleCrossref, Google Scholar

  • Coie, J. D., Dodge, K. A. & Kupersmidt, J. B. (1990). Peer group behavior and social status. In S. R. AsherJ. D. Coie (Eds.), Cambridge studies in social and emotional development. Peer rejection in childhood (pp. 17 – 59). Cambridge: Cambridge University Press. First citation in articleGoogle Scholar

  • Coplan, R. J. & Prakash, K. (2003). Spending time with teacher: Characteristics of preschoolers who frequently elicit versus initiate interactions with teachers. Early Childhood Research Quarterly, 18, 143 – 158. https://doi.org/10.1016/S0885-2006(03)00009-7 First citation in articleCrossref, Google Scholar

  • Cusati Müller, M., Wustmann Seiler, C., Simoni, H. & Hedderich, I. (2019). Die Teilhabe von Kindern an Sustained Shared Thinking im Freispiel: Einflüsse von Geschlecht und Alter der Kinder. Frühe Bildung, 8, 153 – 160. https://doi.org/10.1026/2191-9186/a000435 First citation in articleLink, Google Scholar

  • Cusati Müller, M. (2020). Sustained Shared Thinking in dyadischen Interaktionen: Eine quantitative Studie. Elementarpädagogische Forschungsbeiträge, 2 (1), 12 – 22. https://doi.org/10.25364/18.2:2020.1.2 First citation in articleGoogle Scholar

  • Fröhlich‐Gildhoff, K., Lorenz F. L., Tinius, C. & Sippel, M. (2013). Überblicksstudie zur pädagogischen Arbeit mit Kindern mit Verhaltensauffälligkeiten in Kindertageseinrichtungen. Frühe Bildung, 2, 59 – 71. https://doi.org/10.1026/2191-9186/a000086 First citation in articleLink, Google Scholar

  • Gialamas, A., Mittinty, M.N., Sawyer, M.G., Zubrick. S.R., Lynch, J. (2015). Time spent in different types of childcare and children’s development at school entry: An Australian longitudinal study. Archives of Disease in Childhood, 3, 226 – 232. https://doi.org/10.1136/archdischild-2014-306626 First citation in articleGoogle Scholar

  • Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581 – 586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x First citation in articleCrossref, Google Scholar

  • Hildebrandt, F., Scheidt, A., Hildebrandt, A., Hédervári-Heller, É. & Dreier, A. (2016). Sustained Shared Thinking als Interaktionsformat und das Sprachverhalten von Kindern. Frühe Bildung, 5, 82 – 90. https://doi.org/10.1026/2191-9186/a000256 First citation in articleLink, Google Scholar

  • Hopf, M. (2012). Sustained Shared Thinking im frühen naturwissenschaftlich-technischen Lernen. Münster: Waxmann. First citation in articleGoogle Scholar

  • Hox, J. J., Moerbeek, M. & van de Schoot, R. (2018). Multilevel analysis: Techniques and applications (3rd ed.). Now York: Routledge Taylor & Francis Group. First citation in articleGoogle Scholar

  • Klein, A. M., Otto, Y., Fuchs, S., Zenger, M. & von Klitzing, K. (2013). Psychometric properties of the parent-rated SDQ in preschoolers. European Journal of Psychological Assessment, 29, 96 – 104. https://doi.org/10.1027/1015-5759/a000129 First citation in articleLink, Google Scholar

  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, NY: Guilford Press. First citation in articleGoogle Scholar

  • König, A. (2009). Interaktionsprozesse zwischen Erzieherinnen und Kindern. Wiesbaden: VS Verlag für Sozialwissenschaften. First citation in articleCrossref, Google Scholar

  • Lorentz, G. (1998). Freispiel im Kindergarten. Chancen seines bewußten Einsatzes. Freiburg i. Br.: Herder. First citation in articleGoogle Scholar

  • Lorenz, F. L., Tinius, C. & Fröhlich-Gildhoff, K. (2015). Die professionelle Begegnung mit Kindern mit herausforderndem Verhalten in der Kindertageseinrichtung. In M. UrbanM. SchulzK. MeserT. Sören (Hrsg.), Inklusion und Übergang. Perspektiven der Vernetzung von Kindertageseinrichtungen und Grundschulen (S. 164 – 180). Bad Heilbrunn: Klinkhardt. First citation in articleGoogle Scholar

  • Merrell, K. W. & Gimpel, G. (2014). Social skills of children and adolescents: Conceptualization, assessment, treatment. London: Psychology Press. First citation in articleCrossref, Google Scholar

  • Muthén, L. & Muthén, B. (2017). Mplus user’s guide (8th ed.). Los Angeles, CA: Muthén & Muthén. First citation in articleGoogle Scholar

  • Noldus. (2009). The Observer XT. Reference manual. Version XT 9.0. Wageningen, The Netherlands: Noldus Information Technology b.v. First citation in articleGoogle Scholar

  • Perera, A. M., Sooriyarachchi, M. R. & Wickramasuriya, S. R. (2016). A goodness of fit test for the multilevel logistic model. Communications in Statistics–Simulation and Computation, 45(2), 254 – 270. https://doi.org/10.1080/03610918.2013.868906 First citation in articleGoogle Scholar

  • Petermann, F. & Koglin, U. (2008). Themenschwerpunkt: Frühe Kindheit. Kindheit und Entwicklung, 17, 137 – 142. https://doi.org/10.1026/0942-5403/a000027 First citation in articleLink, Google Scholar

  • Rimm-Kaufman, S. E., Early, D. M., Cox, M.J., Saluja, G., Pianta, R. C. & Bradley, R. H. (2002). Early behavioral attributes and teachers’ sensitivity as predictors of competent behavior in the kindergarten classroom. Applied Developmental Psychology, 23, 451 – 470. https://doi.org/10.1016/S0193-3973(02)00128-4 First citation in articleCrossref, Google Scholar

  • Sanson, A., Hemphill, S.A. & Smart, D. (2004). , Connections between temperament and social development: A review. Social Development, 13, 142 – 170. https://doi.org/10.1046/j.1467-9507.2004.00261.x First citation in articleCrossref, Google Scholar

  • Searle, A. K., Miller-Lewis, L. R., Sawyer, M. G. & Baghurst, P. A. (2013). Predictors of children’s kindergarten classroom engagement: preschool adult–child relationships, self-concept, and hyperactivity/inattention. Early Education & Development, 24, 1112 – 1136. https://doi.org/10.1080/10409289.2013.764223 First citation in articleCrossref, Google Scholar

  • Siraj-Blatchford, I., Sylva, K., Murtlock, S., Gilden, R. & Bell, D. (2002). The effective provision of pre-school education. Technical Paper 10. London: Institute of Education, University of London. First citation in articleGoogle Scholar

  • Siraj-Blatchford, I., Sylva, K., Taggart, B., Sammons, P., Melhuish, E. C. & Elliot, K. (2003). Researching effective pedagogy in the early years (DfES Research Rep. 356). London: DfES. First citation in articleGoogle Scholar

  • Siraj-Blatchford, I. & Manni, L. (2008). ’Would you like to tidy up now?’ An analysis of adult questioning in the English Foundation Stage. Early Years, 28, 5 – 22. https://doi.org/10.1080/03004430.2015.1121251 First citation in articleCrossref, Google Scholar

  • Sjöman, M., Granlund, M. & Almqvist, L. (2016). Interaction processes as a mediating factor between children’s externalized behavior difficulties and engagement in preschool. Early Child Development and Care, 186, 1649 – 1663. https://doi.org/10.1080/03004430.2015.1121251 First citation in articleCrossref, Google Scholar

  • Snijders, T. & Bosker, R. (2011). Multilevel analysis: An introduction to basic and advanced multilevel modeling (2nd rev. ed.). London, New Delhi, Singapore, Washington DC: Sage Publications Ltd. First citation in articleCrossref, Google Scholar

  • Stein, R. (2015). Grundwissen Verhaltensstörungen (4., überarb. Aufl.). Baltmannsweiler: Schneider Hohengehren. First citation in articleGoogle Scholar

  • Stone, L. L., Otten, R., Engels, R. C. M. E., Vermulst, A. A. & Janssens, J. M. A. M. (2010). Psychometric properties of the parent and teacher versions of the Strengths and Difficulties Questionnaire for 4- to 12-year-olds: A review. Clinical Child and Family Psychology Review, 13, 254 – 274. https://doi.org/10.1007/s10567-010-0071-2 First citation in articleGoogle Scholar

  • Sylva, K., Painter, M. & Roy, C. (1980). Appendix A. In K. SylvaC. RoyM. Painter (Eds.), Childwatching at playgroup and nursery school (pp. 229 – 243). London: Grant McIntyre. First citation in articleGoogle Scholar

  • Thijs, J. T. & Koomen, H. M. (2008). Task related interactions between kindergarten children and their teachers: The role of emotional security. Infant and Child Development, 17, 181 – 197. https://doi.org/10.1002/icd.552 First citation in articleCrossref, Google Scholar

  • Thijs, J., Koomen, H. M., Roorda, D. & Hagen, J. (2011). Explaining teacher–student interactions in early childhood: An interpersonal theoretical approach. Journal of Applied Developmental Psychology, 32, 34 – 43. https://doi.org/10.1016/j.appdev.2010.10.002 First citation in articleCrossref, Google Scholar

  • Tietze, W., Becker-Stoll, F., Bensel, J., Eckhardt, A.G., Haug-Schnabel, G., Kalicki, B. et al. (Hrsg.). (2013). Nationale Untersuchung zur Bildung, Betreuung und Erziehung in der frühen Kindheit (NUBBEK). Berlin: Verlag das Netz. First citation in articleGoogle Scholar

  • Tietze, W., Schuster, K.-M., Grenner, K. & Rossbach, H.-G. (2007). Kindergarten-Skala (KES-R). Feststellung und Unterstützung pädagogischer Qualität in Kindergärten. Berlin, Germany: Cornelson Scriptor. First citation in articleGoogle Scholar

  • Viera, A. J. & Garrett, J. M. (2005). Understanding interobserver agreement: The kappa statistic. Family Medicine, 37, 360 – 363. First citation in articleGoogle Scholar

  • Vygotskij, L. S. (1987). Ausgewählte Schriften (Band 2: Arbeiten zur psychischen Entwicklung der Persönlichkeit). Köln: Pahl-Rugenstein. First citation in articleGoogle Scholar

  • White, H. (1980). A heteroskedasticity-consistent covariance matrix estimator and a direct test for heteroskedasticity, Econometrica, 48, 817 – 838. https://doi.org/10.2307/1912934 First citation in articleCrossref, Google Scholar

  • Woerner, W., Becker, A. & Rothenberger, A. (2004). Normative data and scale properties of the German parent SDQ. European Child & Adolescent Psychiatry 13 (2),, 3 – 10. https://doi.org/10.1007/s00787-004-2002-6 First citation in articleGoogle Scholar

  • Wustmann, C. & Simoni, H. (2013). „Bildungs- und Lerngeschichten“ in der Schweiz: Umsetzungserfahrungen und Materialien. Zürich: Marie Meierhofer Institut für das Kind. First citation in articleGoogle Scholar