Personality and Social Development during Childhood and Adolescence

Meredith, Cameron W.

doi:10.2307/1169116

Cited by 2 publications

(1 citation statement)

References 32 publications

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“…Meredith (61) reported data from a number of diverse sociometric studies. Several generalizations included the observations that children of high status exhibit more positive behavioral patterns, that there is a general rejection of overage children in heterogeneous classroom groups, and that there is a close relationship between academic achievement and social acceptance at grade levels beyond the kindergarten.…”

Section: Social Acceptancementioning

confidence: 99%

Chapter VII: Personal-Social Development

Norman¹,

Tomlinson²

1959

Review of Educational Research

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REVIEWlNG the literature on personal-social development, one becomes immediately aware of the need for a concise definition of personal-social behavior or at least a practical guide to delimiting the field. There is no explicit statement of what personal-social development encompasses. Of the fields of child development, this seems to be most diffuse because almost any variable, such as heredity, sex, intelligence, and perception, impinges also on personal-social development. Personal development cannot be considered apart from social; these are not mutually exclusive terms. The difficulty in definition lies partly in complexity and partly in the fact that there is no comprehensive theoretical structure which has considered all the known variables involved in personal-social development and arranged them into a conceptual pattern. At present the variables seem to be ranged along a linear continuum, at least on the level of implicit theory making; hence the interrelationships among variables are not readily apparent, and a unifying theme is precluded. The reader interested in various viewpoints about what the field encompasses and in recent previous reviews of research is referred to appropriate chapters in a recent issue of the REVIEW (4), and to compilations by Foshay and Green (27) and by Banning (7).In this review, only an empirical definition of personal-social development, based primarily on the categories of research studies found in the literature, is offered. These categories are not posited as desirable, theoretically defensible, or mutually exclusive. They are useful to organize the overlapping research interests in personal-social development. Criteria used for selection of the specific studies included in this review are an age range for subjects of four to 12 years and some degree of direct relationship to the daily problems encountered by children in elementary-school classrooms. The areas reviewed are (a) personality, (b) self-concept, (c) social learnings, (d) social acceptance, (e) creativity, (f) ethnocentrism, and (g) parent-child relationships. PersonalityPersonality is probably the most comprehensive term that can be used in consideration of human behavior. In a broad sense, it refers to the person and his relationships in the social setting. Research workers from different fields may concentrate upon some particular aspect of personality, but it becomes increasingly apparent that there are interrelations among the various facets. Historically speaking, those who have concerned themselves with the study of personality have moved from a position of 197 at East Carolina University on July 4, 2015 http://rer.aera.net Downloaded from REVIEW OF EDUCATIONAL RESEARCHVol. XXIX,No. 2 confidence in simple and directly observable traits to an awareness of the complexity of personality. The instability of the postulated attributes in different frames of reference has led to theories of personality which take dynamic factors into account. Some of the theoretical and methodological problems were discussed...

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Section: Social Acceptancementioning

confidence: 99%