Interaction between Six-Month-Old Peers

Hay, Dale F.; Nash, Alison; Pedersen, Jan

doi:10.2307/1130042

Cited by 42 publications

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“…Three‐ and 4‐year‐old children show evidence of a ‘first possessor’ rule, believing that the first person to possess an object is generally the true owner (Friedman & Neary, 2008). This rule is not only applied to third person scenarios, but in direct observations of children’s behavior, where first possessors are more likely to win toy ownership disputes (Hay, Nash & Pedersen, 1983; Weigel, 1984 ). Additionally, children understand specific conditions of ownership, recognizing, for example, that someone who controls permission is the likely owner of an object (Neary, Friedman & Burnstein, 2009).…”

Section: Introductionmentioning

confidence: 99%

‘No fair, copycat!’: what children’s response to plagiarism tells us about their understanding of ideas

Olson

Shaw

2010

Developmental Science

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Adults believe that plagiarizing ideas is wrong, which requires an understanding that others can have ideas and that it is wrong to copy them. In order to test when this understanding emerges, we investigated when children begin to think plagiarism is wrong. In Study 1, children aged 7, 9 and 11 years old, as well as adults, disliked someone who plagiarized compared to someone who drew an original drawing or someone who drew an identical picture by chance. Study 2 investigated the same question with younger children, focusing on children aged 3–6 years old. Children aged 5–6 years old evaluated plagiarizers negatively relative to unique drawers, but 3–4-year-olds did not. Study 3 replicated the findings from Study 2 and found that children justify their negative evaluations of plagiarizers by mentioning concerns over copying. These experiments provide evidence that, by age 5 years old, children understand that others have ideas and dislike the copying of these ideas.

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Section: Introductionmentioning

confidence: 99%

‘No fair, copycat!’: what children’s response to plagiarism tells us about their understanding of ideas

Olson

Shaw

2010

Developmental Science

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“…Conflict between children younger than 8 months of age seems virtually absent (Hay, Nash, & Pedersen, 1983;Maudry & Nekula, 1939). Conflict between children younger than 8 months of age seems virtually absent (Hay, Nash, & Pedersen, 1983;Maudry & Nekula, 1939).…”

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confidence: 95%

Conflict and Its Resolution in Small Groups of One- and Two-Year-Olds

Caplan¹,

Vespo²,

Pedersen³

et al. 1991

Child Development

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48 1- and 48 2-year-olds were observed in groups of 3 for 25 min on 2 consecutive days, once with ample resources and once with scarce resources. The triads were composed of either 2 girls and a boy or 2 boys and a girl, and duplicate copies of toys were available for half the groups. Their conflicts contained interpersonal features and were more affected by social influences than by the availability of resources. Contrary to expectations, scarcity of resources did not result in increased conflict. In fact, 2-year-olds were more likely to resolve conflict by sharing when toys were scarce. The provision of duplicates decreased the probability of conflict, but many conflicts occurred even when a duplicate was easily accessible. The form of conflict depended on the children's age and the gender composition of the group. Older children and groups dominated by boys, relative to younger children and groups dominated by girls, were less likely to use force and more likely to resolve disputes in prosocial ways. Taken together, these findings provide further evidence for the social nature of conflict in the first few years of life.

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“…From the earliest years, children seek out peers as interactive partners and engage in a broad range of social exchanges (e.g., Bronson 1981;Hay et al 1983;Strayer and Santos 1996). By the end of the second year, it is common to observe that toddlers prefer specific peers as play partners and these preferences may persist for several years, evolving into close friendships (e.g., Phillipsen 1992, 1998).…”

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confidence: 99%

Specifying social structures in preschool classrooms: descriptive and functional distinctions between affiliative subgroups

2008

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Preschool children attending Head Start programs (N=586, 296 boys and 290 girls, between 3 and 5 years of age, over 95% African-American) were observed to determine physical proximity to peers as well as rates of visual attention given and received. Sociometric data were used to derive peer acceptance scores, peer friendships, and sociometric status classifications. Three subgroup types (high mutual proximity (HMP), lower mutual proximity (LMP), and ungrouped children) were identified through complete linkage hierarchical clustering and chi-square procedures from the proximity data. HMP subgroups tended to be larger, to have higher sociometric acceptance scores, and children in these subgroups had more reciprocated friendships than was true for the other subgroup types. Significant within-group preferences and out-group biases were observed for both HMP and LMP subgroups using measures of visual attention and sociometric choice data, but these were more marked for HMP subgroups. Results are consistent with previous ethological studies of affiliative structures in preschool classrooms and also show that methods of data collection and analysis from social ethology and child psychology research traditions are mutually informing.

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Interaction between Six-Month-Old Peers

Cited by 42 publications

References 0 publications

‘No fair, copycat!’: what children’s response to plagiarism tells us about their understanding of ideas

‘No fair, copycat!’: what children’s response to plagiarism tells us about their understanding of ideas

Conflict and Its Resolution in Small Groups of One- and Two-Year-Olds

Specifying social structures in preschool classrooms: descriptive and functional distinctions between affiliative subgroups

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