Social Networks of Children, Adolescents, and College Students

By Suzanne Salzinger; John Antrobus et al. | Go to book overview

4
Preschoolers' Peer Networks in Nonschool Settings: Relationship to Family Characteristics and School Adjustment

Gary W. Ladd Craig H. Hart Emily M. Wadsworth Beckie S. Golter Purdue University


INTRODUCTION

Families have long been the focus of research on child socialization, and only recently have investigators begun to explore the potential joint and/or unique contributions of other socialization agents and settings. In an effort to expand our view of child socialization, several contemporary theorists (e.g., Bronfenbrenner, 1979; Cochran & Brassard, 1979; Hartup, 1979, 1983; Parke, 1979) have proposed that, in addition to the family, children participate in a variety of nonfamilial "cultures" (e.g., the parents' personal-social network, the peer group, the school) that influence their development. Presumably, these agents and contexts may have direct or indirect effects on the child (i.e., their influence may be directed toward the child or mediated through others, such as parents or siblings), and may serve to complement or disrupt the socialization practices of the family.

Over the last two decades, one extrafamilial context that has received increasing research attention is that of the peer group. Although research on children's peer relations began during the 1930s (see Renshaw, 1981), it diminished during the middle decades of this century. The current revival of interest in the peer culture, and the role of peers in child socialization, can be attributed to at least two factors. First, recent social and economic changes have resulted in less daytime contact between parents and children, and increased association with peers in child care settings outside the home ( Bronfenbrenner, 1974; Hoffman, 1977). As a consequence, the peer group has become a much larger part of the young child's life than even a decade

-61-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Social Networks of Children, Adolescents, and College Students
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 322

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.