Judith A. Chafel

Social comparisons by young children in classroom contexts

This paper describes and analyzes several examples, drawn from an on‐going research investigation, to examine the antecedents and consequences of social comparison exchanges, manifested by young children in preschool settings. Data is drawn from naturalistic observations of 3, 4, and 5‐yearold children, enrolled in three classrooms of two nursery schools, serving predominantly white middle class families. The data provide variegated descriptions of the social components of comparison behaviors in naturally occurring classroom contexts. The children were regulating their play, undirected by a teacher. Social comparisons occurred in these classrooms because the children themselves thought of them. †The research reported here was funded by a grant from the Maris B. and Mary )Higgins( Proffitt Endowment, Indiana University, Bloomington. I would like to express my appreciation to Mary Beth Childers for assisting with data collection and analysis.

YOUNG CHILDREN’S IDEAS ABOUT POVERTY: GENDER, RACE, SOCIOECONOMIC STATUS, AND SETTING DIFFERENCES

What are children’s responses to storybook characters portrayed as socioeconomically disadvantaged? Do these responses vary by gender, race, socioeconomic status, and setting? Sixty-two 8-year-old-children individually listened and responded to a story about a soup kitchen using two different communication systems: drawings and words. Categories generated from the data were analyzed using chi-square analyses, yielding statistically significant findings for each of the variables of interest. Results offer a unique, detailed picture of the conceptual schemas of 8-year-old children about poverty.

Poverty in Books for Young Children: A Content Analysis∗

The study examined how poverty is depicted in books for young children. Ethical considerations warrant that we become aware of the messages found in books about poverty. These messages have the potential for influencing childrens belief systems, and may or may not promote democratic values. Eighteen books were coded using a schema comprised of 9 categories (occupation, income, employment, unemployment, race, ethnicity, geographic locale, education, and family structure). Findings revealed that the nine categories appeared in the books. Some findings diverged from demographic trends (U.S. Bureau of the Census, 1994), others depicted poverty accurately. The discussion highlights the most meaningful patterns found in the data, and makes suggestions for future research. ∗Work for this paper was supported by a Multidisciplinary Seminars Grant from the Dean of the Faculties Office, Indiana University, Bloomington. Special thanks are due to Mary McMullen for assisting with data analysis and to Marilynne Boyle‐B...

Social comparisons by children: An analysis of research on sex differences

This article analyzes research on social comparisons by children of elementary school age or younger with respect to sex differences. First, theoretical perspectives are briefly examined, which yield a conceptual framework for the study of social comparison. Then, relevant research is reviewed. This research has been categorized according to whether children were investigated in laboratory-controlled or naturalistic settings. Next, a summary is delineated for the reader, highlighting major findings and emphasizing points of similarity and contrast between studies. Finally, recommendations are drawn for future research.

Social comparisons by young children: A structural analysis☆

This paper analyzes the structure of young childrens social comparison exchanges in two preschool settings. Twenty-six children (15 boys and 11 girls), with a mean age of 4 years, 8 months, served as subjects. Children were observed during free play for 5-minute intervals; observations followed an early form of specimen description. Mosatche and Bragoniers (1981) categories were used to identify social comparison statements in the specimen descriptions. To define antecedents and consequences of the social comparison utterances, categories were inductively derived from the data. Several categories of antecedent, social comparison, and consequent events were found to be systematically related.

Head Start: Making “quality” a national priority

The recurrent debate in the Federal budget and appropriations processes will continue to make financing of early childhood education programs problematic. Should money be allocated to broaden access or to improve upon program quality? As a competitor for scarce resources, Head Start represents a case in point. An analysis of issues surrounding its funding has implications forall early childhood programs.

Achieving Knowledge about Self and Others through Physical Object and Social Fantasy Play.

This article synthesizes the literature on social comparison activity and on the spontaneous, self-initiated play of young children. Specifically, a brief overview of the research on social comparison in young children is offered. Next, a depiction is provided of how young children exhibit social comparisons during two types of play activity-namely, physical object and social fantasy play. Finally, research and pedagogical implications emanating from the discussion are examined.

Social Comparisons by Young Children in Preschool: Naturalistic Illustrations and Teaching Implications

Abstract This article assumes a process-in-action approach to studying young childrens self-concept. Unlike standardized measurement strategies that draw upon childrens responses to test items, this article conceptualizes self-concept as spontaneously emerging from social interaction. Children are portrayed actively constructing self-knowledge as they engage in informal conversations with their peers. Pedagogical implications are provided to suggest that teachers can take a number of positive steps toward respecting and enhancing childrens attempts to achieve self-other knowledge.

“And no flowers grow there and stuff”: Young children's social representations of poverty

Purpose – The study reported here analyzed the meanings that 8-year-old children of different demographic backgrounds constructed about poverty. Methodology/approach – Six children with different demographic profiles were selected from a larger study for closer examination of their conceptions of poverty (Chafel & Neitzel, 2004, 2005). Content analysis was used to arrive at an in-depth interpretation of the childrens ideas expressed in response to a story about poverty and interview questions. Findings – The children communicated perspectives about poverty that appear to reflect their demographic profiles. Yet, they also shared a common ideology about the poor different from the dominant societal view. Research implications – By selecting typical children, recognizing the interrelatedness of sources of influence, and considering the data holistically, it was possible to achieve an in-depth understanding of the childrens conceptions. Originality/value of paper – With insight into the more humane conceptions that children have about the poor, adults can take steps to nurture these ideas so that as they grow older children continue to oppose discrimination and challenge the status quo.

The effects of two types of play settings on young children's use of social comparison 1, 2

The purpose of this study was to examine whether age and sex differences exist in young childrens motivations to make social comparisons as they were observed within two specific activity contexts at preschool, constructive and dramatic play. The children studied included 18 3‐year‐olds, 41 4‐year‐olds, 29 5‐year‐olds, and 10 6‐year‐olds, divided unequally by sex, and drawn from three preschools serving predominantly white, middle class families. Subjects were observed during free play for 3‐minute intervals, with social comparison behavior recorded each time that it occurred. Following the observation period, each comparison statement was classified according to Mosat‐che and Bragoniers (1981) schema. Older males (5‐6 years) uttered social comparisons more frequently in dramatic play than younger males (3‐4 years). Additionally, older males (5‐6 years) uttered social comparisons more frequently in dramatic than constructive play. Results are discussed in terms of ecological psychology and the emergence...