Children's Understanding of Society

Abstract

Again, no significant links were found. Study 5 investigated whether children hold an integrated category of living things, one that includes both animals and plants, by looking at their generalisations from four different exemplars (child, dog, duck and rosebush). Age-related differences and differences depending upon exemplar were again revealed. It is concluded that these findings can be best explained by positing that children hold naYve theories of biology, and that the development of these theories does not appear to be affected by the health status of the child, parental health attitudes, or the presence of health-related objects in the child's home.

Further Conceptualizing Ethnic and Racial Identity Research: The Social Identity Approach and Its Dynamic Model

“…Still, later the belief that the societal system is not given and that the status quo can actually be changed is added to this (Berti, ), and this makes collective action more likely. Thus, the social identity approach makes it possible to formulate specific developmental predictions and to connect more systematically the ERI research with the extensive literature on social development and children's understanding of society (Barrett & Buchanan‐Barrow, ).…”

Teaching English at Primary School

“…Despite the fact that before the age of 7 to 8 children's preference for other countries is likely to be "haphazard and idiosyncratic", at the age 7 -8 onward their preferenceand pride for their own countries grows more over other countries, and this preference increases still further through middle childhood. Nevertheless, the level of pride is variably across countries and with respect to gender (Barrett & Buchanan-Barrow, 2005). In addition to the argument, Barret(2007, as cited in Byram, 2013) suggested that "there seems to be no necessary relationship between knowledge about other countries and feelings about them; more knowledge does not necessarily lead to more positive feelings nor the opposite, despite the expectations of many language teachers and language education policy makers" Studies on children's acquisition of 'national identity' and its factors come to conclusion that there are many factors that influence children's acquisition of knowledge, beliefs, and feelings about the nation and national groups.…”

Revisiting Young Children's Understanding of the Psychological Causes of Behavior

“…Future research and theorizing should take this perspective one step further by incorporating children's “intuitive sociology” (Rhodes, ). Children construct notions about society, including social structures, systems, and institutions, such as family, school, economics, race, politics, the law, government, ethnic groups, gender roles, and nationality (e.g., Barrett & Buchannan‐Barrow, ). This literature is rarely explicitly connected to the mainstream lines of research in this review.…”