Children's peer world during the transition to primary school - A case study of a Chinese australian child
Datos Bibliográficos
| ID | 2390563 |
|---|---|
| Autores | Junqian Ma (0000-0002-8628-2031, Adolescent Education and Intelligence Support Lab of Nanjing Normal University, Laboratory of Philosophy and Social Sciences at Universities in Jiangsu Province, Nanjing, China, autor de correspondencia) |
| Año | 2025 |
| Volumen | 31 |
| Número | 3 |
| Páginas | 1067-1089 |
| Fecha de publicación | 2025-09-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Culture & Psychology (JOURNAL) |
| Identificadores de la revista | ISSN: 1354-067X • E-ISSN: 1461-7056 |
| Editorial | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/1354067x251357956 |
| OpenAlex | W4411926103 |
| Idioma | EN |
| Referencias citadas | 39 |
Research on the transition to primary school has predominantly emphasised children's individual processes, leaving the collective dynamics of children's peer worlds underexplored. This study addresses this gap by examining the peer world transformation of a Chinese Australian child, framed by Corsaro's sociology of childhood, Bronfenbrenner's ecological systems theory, and Vygotsky's cultural-historical theory. The findings reveal that a child's peer world comprises three major types of peer groups: formal peer groups created by adults (FPGA), informal peer groups initiated by children (IPGC), and informal peer groups formed by adults (IPGA). During the transition to school, the formation of each type, interactions within each type, and interactions between types demonstrate changing patterns. These patterns collectively reveal the mechanisms underlying the child's peer world transformation. This study advances understanding of the peer world as a dynamic, multilayered system, offering insights for fostering supportive peer environments and enhancing practices to facilitate transitions to school
Biology · Developmental psychology · Physics · Child Development and Digital Technology · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · Genetics · Pediatrics
Peer relations in childhood
Peer exclusion and victimization
The ambiguity of the transition to primary school
Mindfulness-based programs and school adjustment
“This friend was nice”
To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales
The concept of regression and Vygotskian developmental theory
Analyzing Children's Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach
Fatores impulsores e restritivos da prática com grupos em serviços comunitários de atenção psicossocial
Grounds for Values and Attitudes
Keeping friends in mind
Nested or Networked? Future Directions for Ecological Systems Theory
I wanna tell you a story
Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes
Interpretive Reproduction in Children's Peer Cultures
Delinquency and the Structure of Adolescent Peer Groups
Transferability and Generalization in Qualitative Research
Manufactured vs nature
Constructivist Grounded Theory or Interpretive Phenomenology? Methodological Choices Within Specific Study Contexts
Strategies for Dealing with Conflicts in Value Positions between Home and School
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |