Most children first enter social groups of peers in preschool. In this context, children use movement as a social tool, resulting in distinctive proximity patterns in space and synchrony with others over time. However, the social implications of children's movements with peers in space and time are difficult to determine due to the difficulty of…

This study sought to clarify the process of knowledge acquisition by examining why people tend to misattribute others' activities as their own after having interacted with them. In Study 1, an experiment was conducted with 4-year-old children allocated to 2 groups: one group of children interacted with an adult, and the other group interacted with…

This study focuses on the nature of children's participation in an Australian early childhood context in which their second language is used. The aim is to create knowledge of toddlers' modes and trajectories of participation. Empirical data documenting the participation of two toddlers were gathered through video observations of everyday…

Recent re-conceptualisation of paternal involvement (Pleck, J. H. (2010). Paternal involvement: Revised conceptualization and theoretical linkages with child outcomes. In M. Lamb (Ed.), "The role of the father in child development" (5th ed., pp. 67-107). London: Wiley), while proving fruitful, has yet to be applied to investigations into…

Research shows the importance of social interaction between peers in child development. Although technology can foster peer interactions, teachers often struggle with teaching with technology. This study examined a sample of (n = 19) children participating in a kindergarten robotics summer workshop to determine the effect of teaching using a…

This study examined the ability of six children with specific language impairment (SLI), ages 8 to 12, to particpate in a negotiation sequence with two same-age peers in triadic interactions. Children with SLI produced significantly fewer negotiation strategies and used developmentally lower level strategies than peers. The coding system is…

Recent concern with the ecological context of childrearing has sparked research interest in the effects of children's environment on their behavior. This study describes toy availability and use in naturally occurring childrearing environments, and then examines relationships between these aspects of the environment and peer interaction. It was…

Offers a theoretical and methodological approach to study of children's socio-cognitive interaction. Observation of object-centered activities among three age groups of children showed different modes of collaboration. Processes were similar across age groups; roots of basic peer interaction patterns reach back into infancy. Similarities across…

Comments on Verba's ideas about collaboration in peer interaction in this issue. Praises Verba for setting new direction in the study and understanding of social processes in cognitive development and for establishing important continuities in how children communicate with peers. Notes that Verba's analyses suggest natural categories of…

IT WAS HYPOTHESIZED THAT FOUR PRIMARY FACTORS SIGNIFICANTLY INTERACT TO AFFECT THE PERSONALITY DEVELOPMENT OF CHILDREN. THESE FACTORS WERE (1) FAMILY BACKGROUND VARIABLES, (2) PARENTAL CHILD-REARING PRACTICE AND ATTITUDE VARIABLES, (3) CHILD PERSONALITY AND SELF-CONCEPT VARIABLES, AND (4) CHILD-PEER RELATIONSHIP VARIABLES. THE PURPOSE OF THIS…