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ERIC Number: ED226813
Record Type: RIE
Publication Date: 1983
Pages: 80
Abstractor: N/A
Reference Count: 0
Putting the Child into Socialization: The Development of Social Categories in Preschool Children.
Fischer, Kurt W.; And Others
In developing understanding of social roles, preschool children proceed from an initial awareness of single behavioral categories to the ability to comprehend, first, simple relationships between categories, and second, complex systems of categories. At each developmental level, children show characteristic modes of distortion when faced with situations requiring skills more advanced than they possess. At the level of understanding single behavioral categories, preschool children demonstrate the process of "globbing," in which several categories are mixed. At the level of comprehending simple relationships between categories, preschool children's behavior is characterized by stereotyping based on social evaluations of categories. With respect to the level at which complex systems of categories are understood, typical distortions involve rigid or literal adherence to particulars of a social rule or category. However, it is important not to misinterpret this developmental sequence. Children do not show the same level across all situations; the degree of structure or support provided by the immediate context influences the expression of children's awareness of social categories in the same general situation. In addition, the degree of disparity between developmental levels shown in spontaneous contexts seems to increase in the late preschool years. (RH)
Publication Type: Reports - Research; ERIC Publications
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.
Identifiers: Scripts (Knowledge Structures)