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Patterns of Peer Acceptance, Social Status, and Social Reputation in Mixed-Age Preschool and Primary Classrooms
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Patterns of Peer Acceptance, Social Status, and Social Reputation in Mixed-Age Preschool and Primary Classrooms
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Journal Article
Patterns of Peer Acceptance, Social Status, and Social Reputation in Mixed-Age Preschool and Primary Classrooms
1997
Overview
Although mixed-age contexts are considered to be developmentally important, very little is known about peer relations in mixed-age settings. Peer acceptance, social status, and social reputation were studied in a multi-ethnic sample of children (3 to 10 years) who attended mixed-age preschool and elementary (ungraded primary) programs. Children who were young relative to their classmates were less well accepted, and they were more likely to be nominated by peers as shy. Age relative to classmates did not significantly affect peer-nominated aggression, but boys were more often nominated as aggressive than were girls, and they were less well accepted. At the preschool level, there were no gender differences in peer-nominated shyness, but among ungraded primary students, girls were more often nominated as shy.
