Social Interaction in Same- and Mixed-Age Dyads of Preschool Children

Lougee, Michael; Grueneich, Royal; Hartup, Willard W.

doi:10.1111/j.1467-8624.1977.tb03940.x

Cited by 30 publications

(45 citation statements)

References 6 publications

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“…If this is the case, then the lack of developmental differences in the play patterns of 3-and 4-year-olds in the mixed-age classrooms and the lack of differences in play patterns between 4-year-olds in the same-age and mixedage classrooms would indicate that perhaps in mixed-age classrooms the play of 3-year-olds may become more like that of their 4-year-old class mates. The 3-year-olds in mixed-age classrooms could have been making accommodative shifts in accordance with the developmental status of their more "mature" older peers (see Lougee, Grueneich, & Hartup, 1977).…”

Section: Discussionmentioning

confidence: 97%

Social-Cognitive Play Patterns in Same-Age and Mixed-Age Preschool Classrooms

Mounts¹,

Roopnarine

1987

American Educational Research Journal

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Recent theoretical propositions and some research findings suggest that children may acquire unique adaptational advantages through mixed-age socialization. To further examine these claims, children's social-cognitive modes of play and peer responses to them were observed in two classrooms of 3-year-olds, in two classrooms of 4-year-olds, and in two mixed-age classrooms of 3-and 4-year-olds. Observations were conducted during 10 5-minute sessions during indoor free-play periods. Analyses revealed developmental differences in play patterns in same-age but not in mixed-age classrooms. Three-year-olds in mixed-age classrooms were more likely to engage in "complex" modes of play than 3-year-olds in same-age class rooms. There were no program or age differences in the number of different dramatic themes used by children. Within the mixed-age classrooms, interactive modes of play were dispersed somewhat evenly across age/sex groups. The data are discussed with respect to the implications of mixedage preschool classrooms for attaining educational goals.Both educators and developmental psychologists have begun to recognize the importance of peer relationships for the development of social and cognitive skills (see Hartup, 1983;Shantz, 1983) and for ameliorating

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Section: Discussionmentioning

confidence: 97%

Social-Cognitive Play Patterns in Same-Age and Mixed-Age Preschool Classrooms

Mounts¹,

Roopnarine

1987

American Educational Research Journal

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“…Research findings indicate that the social participation of children in same-age groups differs significantly from the social participation of children in mixed-age groups (Goldman, 1981;Lougee et al, 1977;Reuter & Yunik, 1973;Roopnarine & Johnson, 1984). For example, Reuter and Yunik found that children in mixed-age groups spent more time in social interactions with peers and less time in teacher-directed activities than their age mates in same-age classrooms.…”

Section: Overviewmentioning

confidence: 87%

"It Just Makes Sense”: Early Childhood Teachers and Mixed‐age Grouping in One Preschool Setting

O’Brien

1999

Journal of Early Childhood Teacher Education

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“…It is well established that social interaction with peers increases over this age range, concurrent with a decrease in child-teacher interactions (Tizard et al, 1976;Lougee et al, 1977;Smith, 1978), adaptation to the school no doubt playing an important part.…”

Section: Sex and Sibling Group Differencesmentioning

confidence: 98%

Teacher Questionnaire Compared With Observational Data on Effects of Sex and Sibling Status on Preschool Behaviour

Hinde¹,

Easton²,

Meller³

1984

Child Psychology Psychiatry

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Teacher questionnaires are used to assess children's social behaviour in a variety of contexts. Here questionnaire data are compared with observational data for agreement: (i) over sex and sibling status group differences; and (ii) over individual rank orders on more specific behavioural items. A principal component analysis of the teachers' ratings yielded four components--sociability, aggressiveness, perseverance and calmness. Boys were seen as more sociable and aggressive, girls more persevering. Firstborns were more sociable, aggressive and calm than secondborns, who were seen as more persevering than firstborns. Some differences between children with brothers and with sisters, and between children with same-sex and different-sex sibs were also found. These differences were in general in harmony with the observational data. Comparisons of questionnaire items with observational data on the same children indicated (a) that for the majority of items there was good agreement; (b) that agreement was better for the more behaviourally defined questions; (c) that teachers rated more on the children's behaviour with their peers than on their behaviour with the teachers; (d) that agreement was better at 42 months, soon after school entry, than at 50 months; and (e) that teachers' assessments may have been more influenced by the child's interactional style with themselves at the later age.

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Social Interaction in Same- and Mixed-Age Dyads of Preschool Children

Cited by 30 publications

References 6 publications

Social-Cognitive Play Patterns in Same-Age and Mixed-Age Preschool Classrooms

Social-Cognitive Play Patterns in Same-Age and Mixed-Age Preschool Classrooms

"It Just Makes Sense”: Early Childhood Teachers and Mixed‐age Grouping in One Preschool Setting

Teacher Questionnaire Compared With Observational Data on Effects of Sex and Sibling Status on Preschool Behaviour

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