THE RELATIONSHIP OF GRADE LEVEL, SEX, AND CONTEXT TO CHILDREN'S CONCEPTS OF PEER LEADERSHIP
Twenty kindergarten and 19 second-grade children (18 females, 21 males) attending an integrated, predominantly middle-class suburban school served as subjects of a study to test the relationship of grade level, sex and context to children's concepts of peer leadership. Subjects were administered a sociometric, followed by a slide presentation of (a) a play and (b) a classroom situation requiring the selection of a leader. Subjects responded to a series of questions which were scored according to developmental levels of leadership conceptualization. Significant differences in leadership conceptualization of kindergarten and second-grade children were found. Significant differences were also found between scores achieved on Context A (playground) and Context B (classroom). Differences were attributed to varied experience across these two contexts. No significant effects were found due to sex. Results were discussed in terms of social-cognitive theories of Piaget, Damon, Kohlberg and Selman. ^
Early childhood education
CONTE, GILDA DOROTHEA, "THE RELATIONSHIP OF GRADE LEVEL, SEX, AND CONTEXT TO CHILDREN'S CONCEPTS OF PEER LEADERSHIP" (1986). ETD Collection for Fordham University. AAI8624475.