ERIC Number: ED156337
Record Type: Non-Journal
Publication Date: 1978-Apr
Reference Count: N/A
Adult/Peer Interactions and Role Taking Ability Among Preschool Children.
Castle, Kathryn S.; Richards, Herbert C.
Forty-three preschoolers (14 three-, 16 four-, and 13 five-year-olds), who were attending four multi-age, child-centered classes in a University laboratory school, were assessed for perceptual, cognitive, and affective role-taking ability. These same children were then observed naturalistically (via systematic time sampling) in laboratory classrooms for 11 consecutive weeks. Among the data collected were frequency counts of peer and adult interactions entered into by each child while under observation. Following the final week of observation, the children were again assessed on the role-taking measures. In accordance with the predictions of the study: (a) children with high interaction rates scored higher on role taking than those with lower rates; (b) older children scored higher on role taking than younger children; (c) there were marked gains in role-taking performance across the span of the study. No significant differences were found between children who interacted more with adults and those who interacted more with peers. (Author/CM)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A