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Children's group nous: understanding and applying peer exclusion within and between groups.
Dominic Abrams1, Adam Rutland, Joseph Pelletier
1Department of Psychology, University of Kent, Canterbury, UK. d.abrams@kent.ac.uk
Child Development
|February 25, 2009
Summary
Children
Area of Science:
- Developmental Psychology
- Social Psychology
Background:
- Understanding how children develop social norms is crucial.
- Children's ability to navigate group inclusion and exclusion is key to social development.
Purpose of the Study:
- To investigate children's understanding of intergroup and intragroup inclusion/exclusion norms.
- To explore factors influencing children's comprehension of group dynamics.
Main Methods:
- Two studies involving English children aged 5-11.
- Children evaluated peer group loyalty and made judgments about inclusion norms.
Main Results:
- Theory of social mind (social perspective-taking) predicted understanding of group norms.
- Peer group experience also predicted understanding of group norms in Study 2.
- Multiple classification skill did not predict group norm understanding.
Conclusions:
- Children's perspective-taking and group experiences are vital for understanding social inclusion and exclusion.
- Findings support the developmental subjective group dynamics model.
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