{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/22837"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/22837","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Children's social behavior as related to participation in mixed-age or same-age groups","abstract":"The role of mixed- versus same-age grouping of children as a predictor variable for prosocial, friendship, and aggressive behaviors among preschool children was examined in two related studies.","abstract_html":"The role of mixed- versus same-age grouping of children as a predictor variable for prosocial, friendship, and aggressive behaviors among preschool children was examined in two related studies.","abstract_has_math":false,"creators":["McClellan, Diane E."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Katz, Lilian G."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:53:08Z","date_published":"2011-05-07T13:53:08Z","updated_at":"2026-07-22T22:25:20Z","subjects":["Education, Sociology of","Education, Early Childhood"],"languages":["eng"],"rights":["Copyright 1991 McClellan, Diane E."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9124460","(UMI)AAI9124460"],"render_values":[{"text":"AAI9124460","href":null,"code":true},{"text":"(UMI)AAI9124460","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/22837","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Katz, Lilian G."]},{"key":"dc:creator","label":"Author","values":["McClellan, Diane E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:53:08Z","10000-01-01","1991"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Sociology of","Education, Early Childhood"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1991 McClellan, Diane E."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9124460","(UMI)AAI9124460","http://hdl.handle.net/2142/22837"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The role of mixed- versus same-age grouping of children as a predictor variable for prosocial, friendship, and aggressive behaviors among preschool children was examined in two related studies.","\"In the first study, Component 1, 17 teachers of mixed-age preschool classes and 18 teachers of same-age preschool classes were asked to rate children in their classes according to prosocial, leadership, friendship/acceptance and aggressive/competitive descriptive phrases. It was hypothesized that a mixed-age grouping strategy would be predictive of higher levels of prosocial and leadership behaviors and decreased levels of aggression and competitiveness. It was also hypothesized that there would be a greater number of children in same-age classrooms who would be judged by their teachers to be neglected or rejected by other children. Results indicate that mixed-age groups are clearly predictive of lower rates of aggression and competitiveness but not of higher rates of prosocial and leadership behaviors. Same-age groups were more likely to contain higher rates of social \"\"stars\"\" as well as children who were rejected or neglected by their peers.\"","In the second study, Component 2, a random sample of 17 preschool children from mixed-age classrooms and 17 children from same-age classrooms was selected from Component 1 samples. Children were shown pictures of children the same-age, younger, or older than themselves, and asked to choose one activity mate for 9 different hypothetical activities (play with, help, etc.). Consistent with past findings preschool children preferred same-age or older children for most activities regardless of the social function of the activity. No differences in hypothetical choices were associated with same- or mixed-age grouping.","Made available in DSpace on 2011-05-07T13:53:08Z (GMT). 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It was hypothesized that a mixed-age grouping strategy would be predictive of higher levels of prosocial and leadership behaviors and decreased levels of aggression and competitiveness. It was also hypothesized that there would be a greater number of children in same-age classrooms who would be judged by their teachers to be neglected or rejected by other children. Results indicate that mixed-age groups are clearly predictive of lower rates of aggression and competitiveness but not of higher rates of prosocial and leadership behaviors. Same-age groups were more likely to contain higher rates of social \"\"stars\"\" as well as children who were rejected or neglected by their peers.\"","In the second study, Component 2, a random sample of 17 preschool children from mixed-age classrooms and 17 children from same-age classrooms was selected from Component 1 samples. Children were shown pictures of children the same-age, younger, or older than themselves, and asked to choose one activity mate for 9 different hypothetical activities (play with, help, etc.). Consistent with past findings preschool children preferred same-age or older children for most activities regardless of the social function of the activity. No differences in hypothetical choices were associated with same- or mixed-age grouping.","Made available in DSpace on 2011-05-07T13:53:08Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9124460.pdf: 7158879 bytes, checksum: 6844c0ff27c90312652963af360cfab7 (MD5) Previous issue date: 1991","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T15:00:21Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:28:33-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9124460","(UMI)AAI9124460","http://hdl.handle.net/2142/22837"],"dc:language":["eng"],"dc:rights":["Copyright 1991 McClellan, Diane E."],"dc:subject":["Education, Sociology of","Education, Early Childhood"],"dc:title":["Children's social behavior as related to participation in mixed-age or same-age groups"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:20Z"}