Article Analysis Of Young Children’s Perceptions Of Time Out

Christine A. Readdick and Paula L Chapman of Florida State University do an exploratory study to find out how preschoolers, ages two, three, and four years, feel about and perceive time out. Since this is the first study that involves the preschooler’s feelings and opinions on the time out, this is an important discovery. They believe that because of the social inexperience of a preschooler, time out may be harmful to their social development. Not knowing any better, children tend to see themselves negatively, and then act out according to that negative “label”. (Readdick & Chapman, 2000) The researchers were interested in these five research questions:

1. What feelings about time out do young children express?

2. What perceptions of time out do young children express?

3. What behavioral events are resulting in preschooler children being placed in time out by their teachers?

4. What difference in feelings about time out can be identified between children who perceive themselves to be frequently in time out and those who perceive themselves to be infrequently in time out?

5. What is the correspondence of the child’s stated re

Their analyses were composed of a cross-tabulations and nonparametric chi-square. These are the results to Readdick and Chapman (2000):

Questian #1: seven questions were used to explain the child’s feelings during time out (see Table 1 in Readdick & Chapman, 2000). “A significant amount of children felt alone, yet safe; disliked by their teacher, and ignored by peers while in time out. More children reported disliking, opposed to liking, being in time out. And about the same number of children declared them selves happy to be in time out as admitted to being sad. (Readdick & Chapman, 2000).

A total of 42 two-, three-, and four-year-old children took part in this study. Twenty-three were boys, and 19 were girls. They were observed in a natural setting, both indoor and outdoor

Once the consent of the parents and teachers were acquired, observations began in the neighboring child care centers. Forty pairs of trained student observers observed a minimum of six hours in a 30-day period and recorded time-out procedures using an anecdotal format. Which included: what the child was doing that led to the placement in time out, adult instructions to the child in time out, locality of time out, child’s conduct in time out, adult release of child from time out, the length of the time out incident. “Time out is defined as an occasion in which the child is removed from an activity or group for performing an act deemed unacceptable or undesirable by an adult, and spends time in a designated spot isolated from others at the request of the adult” ((Readdick & Chapman, 2000))

behavior that

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