<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Π Βογιατζόγλου</style></author><author><style face="normal" font="default" size="100%">Γαλανάκη, Ε.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Η στάση των παιδιών σχολικής ηλικίας απέναντι στη μόνωση</style></title><secondary-title><style face="normal" font="default" size="100%">Πρακτικά του 7ου Πανελλήνιου Συνεδρίου της Παιδαγωγικής Εταιρείας Ελλάδος, με θέμα «Ελληνική Παιδαγωγική και Εκπαιδευτική Έρευνα»</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.researchgate.net/publication/363542126_E_stase_ton_paidion_scholikes_elikias_apenanti_ste_monose</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Παιδαγωγική Εταιρεία Ελλάδος - Πανεπιστήμιο Κρήτης</style></publisher><pub-location><style face="normal" font="default" size="100%">Ρέθυμνο</style></pub-location><volume><style face="normal" font="default" size="100%">2</style></volume><pages><style face="normal" font="default" size="100%">1006-1019</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of the present study was to examine the attitude toward aloneness and the aftereffect of aloneness during middle and late childhood. Participants were 833 fourth- and sixth-grade students from primary schools in Athens, Greece. They completed two questions from the London Sentence Completion Test (Coleman, 1974) and they responded to a question about the aftereffect of aloneness (Larson, 1999). Results showed the importance of solitary play, daydreaming and self-reflection, and independence and privacy, and a rather ambivalent attitude toward aloneness. Boys have a more positive attitude toward aloneness than girls; the same applies to fourth graders. Results are discussed in light of the significance of time alone and its uses during childhood.</style></abstract></record></records></xml>