Exploring the phenomenon of teasing: A collective case study of three sibling dyads
| dc.contributor.author | Harwood, Debra Susan | |
| dc.contributor.supervisor | Mayfield, Margie | |
| dc.date.accessioned | 2007-11-30T00:03:43Z | |
| dc.date.available | 2007-11-30T00:03:43Z | |
| dc.date.copyright | 2007 | en_US |
| dc.date.issued | 2007-11-30T00:03:43Z | |
| dc.degree.department | Department of Curriculum and Instruction | |
| dc.degree.level | Doctor of Philosophy Ph.D. | en_US |
| dc.description.abstract | This study explored, through naturalistic observations and interviews, the teasing experiences of three dyads of preschool age siblings. The purpose of the study was to gain an understanding of the nature, form, intent, and responses of young children to experiences of teasing within their sibling relationship. Participants in this study included two brother dyads and one male-female twin dyad. The mothers from all three families also participated in the study. During the 50 hours of observation, 54 incidences of teasing were recorded between the siblings. The sibling dyads tended to utilize teasing in a distinctive manner, with teasing having both a role in playful interactions and creating an invitation for play while also being a source of hurtful and mean behaviour. The form of sibling teasing noted throughout this study included components not identified in previous research. The sibling teasing behaviours observed were also distinct from teasing more typical of peers. Taunting and more physical forms of teasing were more prevalent than verbal teasing. Results of the interviews of adults indicate that parents perceive a social and cognitive function for sibling teasing, and that schooling and early childhood programs both facilitate and address teasing and teasing prevention within their programs. Results of the interviews with the children indicate that siblings perceive teasing to have both a playful component as well as hurtful elements. The results of this study hold implications for the understanding of child development. Teasing may function to limit or enhance social skill development as children balance and negotiate aspects of pretense, non-literal communication, and facets of the social context in order to tease and formulate responses to teasing. The results of the study might also hold several implications for educators, parents, and training programs. The parents of this study often felt ill prepared or over-burdened in addressing their children’s conflicts, teasing, and aggression. This finding highlights the need for intervention and education on teasing that targets the home environment, early childhood programs, and schooling. Additionally, resources on the subject of teasing and young children need to be developed. | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/257 | |
| dc.language | English | eng |
| dc.language.iso | en | en_US |
| dc.rights | Available to the World Wide Web | en_US |
| dc.subject | early childhood | en_US |
| dc.subject | teasing | en_US |
| dc.subject | siblings | en_US |
| dc.subject | qualitative case study | en_US |
| dc.subject.lcsh | UVic Subject Index::Humanities and Social Sciences::Education::Early childhood education | en_US |
| dc.title | Exploring the phenomenon of teasing: A collective case study of three sibling dyads | en_US |
| dc.type | Thesis | en_US |