Abstract
The present paper reported on a new method and procedure for assessing preschooler’s social competence. This method utilized an observational measure of intersubjectivity to assess the social competence that develops in real time during interaction between two or more children. The measure of intersubjectivity reflected a conceptualization of the construct as multi-dimensional and co-constructed during interaction. Findings showed the measure to be reliable and valid for a low income preschool population. In addition, intersubjectivity levels and dimensions were shown to vary with group characteristics and play type. Longer interactions were found to have higher levels of intersubjectivity across dimensions. These findings suggest that children’s social competence is not a function of individual child capacities, but rather a product of engagement in shared activities such as play. As an indicator of the competence displayed during interactions, intersubjectivity was also shown to be tied to the particular contextual elements of the interactions and reflective of the types of play in which children participated. This offers a functional view of social competence, in which young children establish intersubjectivity with their peers for specific purposes during interaction. In this way, neither social competence nor intersubjectivity is viewed in terms of individual capacities, but rather in terms of social tools that children use to aid and sustain their play interactions. From this perspective it may be possible to analyze how preschoolers accomplish social competence during interaction and to provide supports within the classroom for this process.
Résumé
Le présent article fait rapport sur une nouvelle méthode et procédure d’évaluation de la compétence sociale des enfants d’âge préscolaire. Cette méthode utilise une mesure d'observation de l’intersubjectivité pour évaluer la compétence sociale qui se développe en temps réel lors de l’interaction entre deux ou plusieurs enfants. La mesure de l’intersubjectivité reflète une conceptualisation du construit vu comme multidimensionnel et co-construit au cours de l’interaction. Les résultats indiquent que la mesure est fiable et valide pour une population d’âge préscolaire à faible revenu. En outre, il est démontré que les niveaux d’intersubjectivité et les dimensions varient en fonction des caractéristiques de groupe et du type de jeu. Les interactions plus longues se sont révélées avoir des niveaux supérieurs d’intersubjectivité à travers les dimensions. Ces résultats suggèrent que la compétence sociale des enfants n’est pas une fonction des capacités individuelles de l’enfant, mais plutôt un produit de l’engagement dans des activités partagées comme le jeu. Comme indicateur de la compétence déployée au cours des interactions, l’intersubjectivité a également été constatée liée aux éléments contextuels particuliers des interactions et reflétant les types de jeu auxquels les enfants participaient. Cela donne une vision fonctionnelle de la compétence sociale, dans laquelle les jeunes enfants établissent l’intersubjectivité avec leurs pairs à des fins spécifiques en cours d’interaction. De cette façon, ni la compétence sociale, ni l’intersubjectivité n’est vue en termes de capacités individuelles, mais plutôt en termes d’outils sociaux que les enfants utilisent pour aider et soutenir leurs interactions. De ce point de vue, il peut être possible d’analyser comment les enfants d’âge préscolaire accomplissent la compétence sociale durant l’interaction et de leur donner du soutien en classe pour ce processus.
Resumen
El presente trabajo reporta un método y procedimiento para evaluar la capacidad social de niñas/os en edad preescolar. Este método utiliza una medida observacional de intersubjetividad para evaluar la capacidad social, que se desarrolla en tiempo actual, durante las interacciones entre dos o más niñas/os. La medida de intersubjetividad reflejó la conceptualización del constructo como multidimensional y co-construido durante las interacciones. Los resultados demuestran que la medida utilizada es válida y confiable en una población de niños de familias de bajos recurso. Además, se demostró que los niveles y dimensiones de intersubjetividad varían con las características del grupo y la duración del juego. Interacciones más duraderas demostraron producir niveles más altos de intersubjetividad en todas las dimensiones. Estos resultados demuestran que la capacidad social de los niños y niñas en edad preescolar no es una función de su capacidad individual, sino un producto de la acción de compartir actividades de juego. Como indicador de la capacidad demostrada durante las interacciones, la intersubjetividad demostró, además, estar conectada a elementos contextuales particulares a las interacciones y reflejan el tipo de juego en que los niños/as participan. Estos resultados demuestran una visión funcional de la capacidad social en la cual niñas/os establecen intersubjetividad con sus compañeras/os para propósitos específicos durante la interacción. De esta manera, ni la capacidad social ni la intersubjetividad son capacidades individuales, sino herramientas sociales que niñas/os utilizan para ayudar y mantener las interacciones de juego. Desde esta perspectiva es posible analizar como niñas/as, en edad preescolar, logran desarrollar capacidades sociales durante interacciones y proveer ayuda para este proceso en el salón de clases.
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I would like to thank Anna Stetsenko and Jessica Sanchez-Mendez for their help in the preparation of this manuscript.
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Garte, R.R. Intersubjectivity as a Measure of Social Competence Among Children Attending Head Start: Assessing the Measure’s Validity and Relation to Context. IJEC 47, 189–207 (2015). https://doi.org/10.1007/s13158-014-0129-2
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DOI: https://doi.org/10.1007/s13158-014-0129-2