(1989). In the original study, the ethnographers fi lmed a typical day at one preschool in each of Japan, China and the United States, and then used edited video segments as cues in interviews with informants, which included teachers, administrators, parents and early childhood educators from all three countries, to elicit beliefs and values

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The Hawthorne interview program between 1929 and 1932 was one of the most significant industrial studies in the United States. The Hawthorne researchers applied Jean Piaget's clinical method in their extensive interviews with tens of thousands of workers. Chiefly responsible for the program's methodology was Elton Mayo, an Australian who saw interviewing as a means to promote social cooperation. Previous discussions of the Hawthorne experiments have ignored the influence of Piaget in the social sciences. This article provides an account of Mayo's and the Hawthorne researchers' efforts to fuse Piaget's innovation with burgeoning American industrial psychology. The endeavor was not an isolated event but rather drew on the theories and practice of Janet-Piaget psychology, on the support of the Laura Spelman Rockefeller Memorial Foundation, and on the discourse among social scientists about Piaget's work.

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Adults often tell children to "show respect" or "be respectful." But how do children understand the concept of respect, and how does it affect their relationships with peers? Can you respect someone you dislike? Can you like someone you do not respect? How does culture influence children' s understanding and expression of liking and respect? These questions sparked the research reported in this chapter.A great deal of empirical research has established the critical function of children' s social competence in relationships with peers for their current and subsequent psychosocial and academic adjustment. A cornerstone of this literature concerns the extent to which children like and dislike their peers. Another construct that seems important for children' s peer relations, and one that has received little empirical attention to date, is respect. Although the concept of respect historically has been a sidebar in theories of child development, and in spite of frequent references to respect in modern discourse about schools and classroom contexts, this construct has not 53 5