Children's Naturalistic Entry Behavior and Sociometric Status: A Developmental Perspective

Extended previous research by examining the relation between children's entry behavior and sociometric status under more naturalistic conditions. First, 3rd, and 5th graders (N = 72) of high, low, and average status were observed during recess. Observers coded Ss' entry and noninteractive behaviors, peers' responses, and the size of groups with whom Ss interacted. Low-status Ss engaged in more passive entry attempts and less sustained group interaction than high-status Ss, and were accepted less and ignored more. Compared with 5th graders, 1st graders attempted entry proportionately more, were alone more, joined smaller groups, and sustained interaction with groups a smaller proportion of time. Group size influenced both the choice of entry bids and the group's response to an entering peer.

Duke Scholars

Author Martha Putallaz Psychology & Neuroscience