Primary School Students’ Cognition About Social Isolations

Social Isolation, also known as Social Withdrawal and Isolation, refers toconsistent (across situations and over time) display of solitary behavior whenencountering familiar and/or unfamiliar peers. Social withdrawal was divided intodifferent types according to the potential reasons and the behaviors.These types ofsocial withdrawal can be divided into four kinds: fearful shyness, self-consciousshyness, active isolation and social disinterest in this study.This research mainly reveals the law of primary school children’s knowledge ofsocial withdrawal through their understanding of the four aspects of social withdrawal:the types of withdrawal behaviors, behaviors and emotions of the peers when theywere playing alone, and the subjects’ value judgment of different types of withdrawalbehaviors. Finally such problems were planned to solve through coding and analysingthe data:If primary school students can describe the different contents of social withdrawalfrom a macro point of view at first,then the following problems can be solved throughanalysing the data:(1) There were four types of social withdrawal which the primary school studentsunderstanding, which is the largest number? And if the grade and gender can impactthe number of the primary school students who referred to the different types?(2) There were four types of social withdrawal behaviors which the primary schoolstudents understanding of in the interview, which is the largest number? And if thegrade and gender can impact the number of different behaviors?(3) There were different types of the emotions of the peers who had socialwithdrawals which the primary school students understanding of in the interview,which is the largest number in all the types? And if the grade and gender can impactthe number of the primary school students who referred to the different emotions?(4) There were four types of social withdrawal which the primary school studentsmade value judgments of all the social withdrawals, which is the largest number in allthe types? And if the grade and gender can impact the number of the primary schoolstudents who judged the different types “no”? Subjects were asked to discribed their understanding of their peers about whosetypes of social withdrawal, behaviors, emotions and the value judgment of socialwithdrawal in the interview. The questions included four aspects. Recorded the primaryschool children’s answers and finded out if different grades and genders wound changechildren’s understanding of Social Isolation? In this paper, results indicated that:(1) The types of primary school children’s understanding of social withdrawals canbe divided into4kinds: fearful shyness, self-conscious shyness, active isolation andsocial disinterest. The number of the subjects who refers to self-conscious shyness ismore than the other three types significantly in the analysis of the data. There issignificant influence only from age on the number of the subjects who refers toself-conscious shyness. There is no significant influence from sex on the number of thesubjects who refers to all the four types of social withdrawals.(2) From the encoding of the data, the behaviors of social withdrawals are dividedinto4kinds: anxiety, disruptive behaviors, solitary-active play and solitary-passiveplay. The number of the subjects who refers to anxiety is more than the other threebehaviors significantly in the analysis of the data. There is significant influence onlyfrom age on the number of the subjects who refers to anxiety. There is no significantinfluence from sex on the number of the subjects who refers to all the four types ofsocial behaviors.(3) The emotions of the peers who had social withdrawals were divided into6kinds from the data: sad, happy, fear, neutral emotions, anger and embarrassed. Thenumber of the subjects who refers to sad was more than the other behaviorssignificantly in the analysis of the data. There is no significant influence from sex andage on the number of the subjects who refers to emotions.(4) At last, the number of the children who thought social withdrawals showed (1)were a question analysis indicated that the number of the subjects who refers to activeisolation was a question in their age ismore than the others significantly in the analysisof the data. There was significant influence only from age on the number of thesubjects who refers to active isolation was a question. There was no significantinfluence from sex on the judgement of the4types of social behaviors.