Peer Relations in the Ungraded Primary: An Examination of Friendship and Its Benefits
Mixed-age peer contexts have been considered important in the peer relations literature, but there has been relatively little research on children's peer relations in these settings. Ungraded primary programs mandated by recent school reform efforts in Kentucky provide a unique opportunity to study peer relations in a mixed-age context. The present study examined patterns of reciprocated friendship in ungraded primary classrooms and their relation to peer- and teacher-rated social competence. Both level of overall peer acceptance and age relative to ungraded primary classmates influenced the number and pattern of reciprocated friendships. Children who had friends were seen as more socially competent by both their teachers and peers.
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