Enduring Bonds
The Significance of Interpersonal Relationships in Young Children's Lives
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Beschreibung
Young children are social beings. They grow and develop in diverse social and environmental contexts that profoundly affect who they are and what they will become. In this, the first volume of Springer’s Educating the Young Child: Advances in Theory and Research, Implications for Practice, a group of distinguished authors examine an array of interpersonal relationships that are formative in shaping childhood: bonds with adult family members, ties with siblings, interaction with peer groups, and connections with caregivers, teachers, administrators, and service providers.
The socio-emotional development of young children has been a significant area of study for decades and early childhood is widely recognized not only as the period during which affective development originates but also as the phase in which the future course of life is set into motion. As life’s pace and complexity continues to increase, expectations for children’s abilities to control themselves and interact effectively with diverse individuals and groups continue to grow. This, the first volume in a series of edited books designed to synthesize research, theory, and practice, will focus on key interpersonal relationships affecting the young child. A distinguished group of authors will examine a wide array of relationships that affect the child today and influence the adult tomorrow—important bonds such as those between caregivers and infants; among siblings; between literate adults and the language-learning child; between the homeless and those providing support services, between principals and young students; and between recently immigrated preschoolers, teachers, and families, to name a few.
Mary Renck Jalongo Interpersonal relationships present an interesting paradox to the young child. Although human bonds are a source of love, security and joy, they are, at the same time, the context in which children feel intense and complicated emotions such as jealousy, shame, resentment, sorrow, and rage. To illustrate, consider a series of incidents in the life of a young child named Melissa. All of these events were so memorable that they became oft-repeated family stories. At age 4, after Melissa was reprimanded by her mother, she packed a small plastic suitcase and announced that she was running away. Her mother kept a watchful eye while the preschooler stood at the end of the driveway for several moments. The child’s sister—eight years her senior—decided to go out and gently inquire about her younger sibling’s plans, to which Melissa responded ruefully, “I can’t run away. I remembered that I’m not allowed to cross the street by myself. ” Months later, Melissa enters kindergarten and she arrives home at the end of her school day, obviously upset. When asked about it, she says, “One of the kids told me I was doing my work wrong and it ruined my whole day. ” In first grade, Melissa has experience with one of the school child’s greatest fears: a mean teacher.
Reasserts the significance of the human element in the experiences of young children and their families Addresses the conflict between philosophy and reality faced by many contemporary early childhood educators to emphasize the cognitive domain at the expense of socio-emotional considerations Unique in its focus on the influence of interpersonal relationships and human interaction as the foundation for young children’s development and learning Represents a call for more balanced perspectives on what it means to teach and learn with young children from birth through age eight
Autor*in
Mary Renck Jalongo
Themen in »Enduring Bonds«
Bonds Child Children's Early Education Enduring Interpersonal Jalongo Lives Relationships Significance Young attention language development