Citation

Brachfeld-Child S, Schiavo RS. J. Genet. Psychol. 1990; 151(1): 45-58.

Affiliation

Department of Psychology, Wellesley College, MA 02181.

Copyright

(Copyright © 1990, Informa - Taylor and Francis Group)

DOI

10.1080/00221325.1990.9914643

PMID

2332758

Abstract

The interactions of 4-, 5-, and 6-year-old friends and acquaintances in a peer teaching and game-playing situation were examined. The sample consisted of 102 children who were divided into pairs of same-age, same-sex friends or acquaintances using sociometrics. One child in each pair was randomly chosen to be the teacher and the other the learner. The teachers taught a novel board game to the learners. The most common teaching method was a combination of explaining and demonstrating the rules before the game began; older children gave more comprehensive instructions than younger children. At all ages, teachers were more likely than learners to take the first turn, issue commands, and change the rules. Friends were rated more involved with their partners, more emotionally expressive, and more competitive than acquaintances. Teachers who taught friends were rated more domineering than teachers who taught acquaintances, and learners who were taught by friends were rated more playful and friendly than learners taught by acquaintances.

Language: en