The Transition from Home to School in Children's Social Networks.

Autor/inn/en	Feiring, Candice; Lewis, Michael
Titel	The Transition from Home to School in Children's Social Networks.
Quelle	(1989), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adults; Age Differences; Early Childhood Education; Family (Sociological Unit); Friendship; Individual Development; Longitudinal Studies; Mothers; Peer Relationship; Social Development; Social Networks; Young Children + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Familie; Freundschaft; Individuelle Entwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mother; Mutter; Peer-Beziehungen; Soziale Entwicklung; Social network; Soziales Netzwerk; Frühe Kindheit
Abstract	This study longitudinally examined attributes of children's social networks as they changed from the preschool period to middle childhood. The social networks of 75 middle class white children at 3, 6, and 9 years of age were assessed for daily contact and number of contacts with kin, nonkin, adults, peers, and same and opposite sex friends. Data from the Robert Wood Johnson Medical School Longitudinal Study were used for the assessment. The data allowed for description of quantitative and qualitative changes in the children's networks as the children, presumably, became increasingly capable of choosing their social network members within the constraints set by parents and society. Age changes in the network structure that reflected the transition from home to school were expected. Network changes were found to reflect various kinds of developmental functions. Some changes, such as the linear increase in the daily contact with peers, appeared to be gradual. Some changes, such as the shift to very little kin compared to nonkin contact, or the drop in number of opposite sex peers, appeared to occur between 3 and 6 years. Some changes, such as the increase in number of peers and in particular same-sex friends, showed the greatest shift at 9 years. The expectation that the major transition would occur when children between 3 and 6 years moved from home to school was only partially supported. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC