Mixed-age grouped preschoolers' moral behavior and understanding

Journal of Research in Childhood Education

Volumn 11, Issue 2, 1997, Pages 147-151

  Derscheid, Linda E ^a  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85013474683     PISSN: 02568543     EISSN: 21502641     Source Type: Journal    
DOI: 10.1080/02568549709594701     Document Type: Article

References (18)

1. Abrahams, B. A. (1979). An integrative approach to the study of the development of perspective-taking abilities. Unpublished doctoral dissertation, Stanford University, CA
2. Bailey, D. B., McWilliam, R. A., Ware, W. B., & Burchinal, M. A. (1993). Social interactions of toddlers and preschoolers in same-age and mixed-age play groups. Journal of Applied Developmental Psychology, 14, 261-276.
3. Balaban, N. (1991, February). Mainstreamed, mixed-age groups of infants and toddlers at the Bank Street Family Center. Zero to Three, 13-16.
4. Derscheid, L. E. (1995, April). The relation among moral behavior. Peer-directed internal state language, and perspective-taking ability for preschoolers in mixed-age settings. Poster session presented at the 1995 AERA Annual Meeting, San Francisco, CA.
5. Dunn, J., Bretherton, I., & Munn, P. (1987). Conversations about feeling states between mothers and their young children. Developmental Psychology, 23, 132-139.
6. Eisenberg, N., & Mussen, P. (1989). The roots of prosocial behavior in children. Cambridge, England: Cambridge University Press.
7. Elkind, D. (1987). Multi-age grouping. Young Children, 43, 2.
8. Farver, J. M., & Husby Branstetter, W. (1994). Preschoolers’ prosocial responses to their peers’ distress. Developmental Psychology, 30, 334-341.
9. Holloway, S. D., & Reichhart-Erickson, M. (1989). Child-care quality, family structure, and maternal expectations: Relationship to preschool children’s peer relations. Journal of Applied Developmental Psychology, 10, 281-298.
10. Howe, N. (1991). Sibling-directed internal state language, perspective-taking, and affective behavior. Child Development, 62, 1503-1512.
11. Kalliopuska, M. (1991). Study on the empathy and prosocial behaviour of children in three day-care centres. Psychological Reports, 68, 375-378.
12. Katz, L. B., Evangelou, D., & Hartman, J. A. (1990). The case for mixed-age grouping in early education. Washington, DC: National Association for the Education of Young Children.
13. Lickona, T. (1988, February). Four strategies for fostering character development in children. Phi Delta Kappan, 69, 419-423.
14. Nucci, L. (1987, February). Synthesis of research on moral development. Educational Leadership, 44, 86-92.
15. Piaget, J. (1932). The moral judgment of the child. London: Kegan Paul.
16. Roopnarine, J. L., & Johnson, J. E. (1983). Kinder-gartners’ play with preschool and school-age children within mixed-age classroom. Elementary School Journal, 83, 578-586.
17. Siegal, M., & Storey, R. M. (1985). Day care and children’s conceptions of moral and social rules. Child Development, 56, 1001-1008.
18. Whiting, B. B., & Whiting, J. W. (1975). Children of six cultures: A psychocultural analysis. Cambridge, MA: Harvard University Press