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oai:www.ideals.illinois.edu:2142/22837 2023-07-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

AAI9124460 (UMI)AAI9124460 http://hdl.handle.net/2142/22837 eng Copyright 1991 McClellan, Diane E. Education, Sociology of Education, Early Childhood Katz, Lilian G. McClellan, Diane E. 2011-05-07T13:53:08Z 2011-05-07T13:53:08Z 10000-01-01 1991 The role of mixed- versus same-age grouping of children as a predictor variable for prosocial, friendship, and aggressive behaviors among preschool children was examined in two related studies. "In the first study, Component 1, 17 teachers of mixed-age preschool classes and 18 teachers of same-age preschool classes were asked to rate children in their classes according to prosocial, leadership, friendship/acceptance and aggressive/competitive descriptive phrases. It was hypothesized that a mixed-age grouping strategy would be predictive of higher levels of prosocial and leadership behaviors and decreased levels of aggression and competitiveness. It was also hypothesized that there would be a greater number of children in same-age classrooms who would be judged by their teachers to be neglected or rejected by other children. Results indicate that mixed-age groups are clearly predictive of lower rates of aggression and competitiveness but not of higher rates of prosocial and leadership behaviors. Same-age groups were more likely to contain higher rates of social ""stars"" as well as children who were rejected or neglected by their peers." In the second study, Component 2, a random sample of 17 preschool children from mixed-age classrooms and 17 children from same-age classrooms was selected from Component 1 samples. Children were shown pictures of children the same-age, younger, or older than themselves, and asked to choose one activity mate for 9 different hypothetical activities (play with, help, etc.). Consistent with past findings preschool children preferred same-age or older children for most activities regardless of the social function of the activity. No differences in hypothetical choices were associated with same- or mixed-age grouping. Made available in DSpace on 2011-05-07T13:53:08Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9124460.pdf: 7158879 bytes, checksum: 6844c0ff27c90312652963af360cfab7 (MD5) Previous issue date: 1991 Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T15:00:21Z Item is restricted indefinitely. Restriction data tranferred 2014-07-01T11:28:33-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission ETDs are only available to UIUC Users without author permission U of I Only Children's social behavior as related to participation in mixed-age or same-age groups text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.