Title: Social acceptance and social problem solving in preschool children
Abstract: The purpose of this study was to explore the relationships between certain social problem-solving skills and children's acceptance by their peers in a group of 4- and 5-year-old children. Social acceptance was measured sociometrically using both peer nomination and rating strategies. Social problem-solving skills measured included types of solutions generated, attributions of partners' intent, and predictions of what would happen next in hypothetical social dilemmas. Of these skills, only the type of outcome predicted for different social dilemmas was associated with differences in same-sex peer acceptance. There were several significant differences in social skills associated with differences in gender. Social acceptance and the child's gender also yielded several significant interactions. The results indicate that what might be important problem-solving skills for young girls might not be the important ones for young boys.
Publication Year: 1993
Publication Date: 1993-01-01
Language: en
Type: article
Indexed In: ['crossref']
Access and Citation
Cited By Count: 26
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