ERIC Number: ED207668
Record Type: RIE
Publication Date: 1981
Peer Relationship Development in Childhood.
The main perspective taken in this paper is that peer relationships in childhood provide more than incidental social experiences and constitute social contexts beyond those in the family. In the context of peer relationships, children's development continues to progress as children expand their experiences and increase their knowledge. Three major directions in the research are examined: the first section of this chapter provides a review of the major theoretical perspectives and empirical research on children's peer relationships in child development. In the second section, the findings of this research are related to questions that educators and parents may ask as they observe peer interaction in the classroom, home, or neighborhood. Throughout these two sections the implications for children's social experience in the school and at home are discussed and future research directions are proposed. In the last section, the role of adults in the development of children's peer relationships is reviewed according to available evidence, and methods for supporting and instructing children in peer relationship development are discussed. Various types of curriculum activity are then examined for their potential influence on peer relationships, especially those relationships between children of different ages, races, sexes, and abilities. (Author/DB)
Descriptors: Age Differences, Child Development, Children, Curriculum Development, Friendship, Interaction, Interpersonal Competence, Literature Reviews, Parent Role, Peer Groups, Peer Relationship, Psychoeducational Methods, Racial Differences, Research Needs, Sex Differences, Social Cognition, Social Development, Social Isolation, Socialization, State of the Art Reviews, Teacher Role
Ablex Publishing Corporation, 355 Chestnut Street, Norwood, NJ 07648 (Contact publisher for price).
Publication Type: ERIC Publications
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.
Note: To be published as a chapter in "Current Topics in Early Childhood Education," Volume IV, 1982, Lilian G. Katz, Editor.