Barbu Stephanie
Unité Mixte de Recherche-Centre National de la Recherche Scientifique, Université de Rennes, Rennes, France.
J Comp Psychol. 2003 Dec;117(4):429-39. doi: 10.1037/0735-7036.117.4.429.
The author studied preschoolers' social networks by investigating the allocation of children's social investment within and across time in a classroom of a French nursery school during an academic year. Observations of children's social exchanges during free play revealed that social behaviors were directed toward particular group members. After an important turnover in the peer group at the beginning of the school year, the social network became more structured. Children's strong associations were mostly same sex and small sized. Even if the stability of children's connections remained low, it increased over time. High-frequency partners as well as same-sex partners were more likely to be maintained over time. These findings as well as conceptual and methodological issues are discussed from a developmental perspective.
作者通过调查一学年内法国一所幼儿园班级中儿童社会投资在不同时间内的分配情况，研究了学龄前儿童的社交网络。对自由玩耍期间儿童社交互动的观察表明，社交行为是针对特定群体成员的。在学年开始时同龄人群体发生重要更替后，社交网络变得更加结构化。儿童之间紧密的联系大多是同性且规模较小。即使儿童之间联系的稳定性仍然较低，但随着时间推移有所增加。高频伙伴以及同性伙伴更有可能随着时间延续下去。本文从发展的角度讨论了这些发现以及概念和方法问题。
