Age category perception as a factor in social role perception and behavior of preschoolers in multi-age groups

• Main Author: Tordecilla, Maria Jennifer B.
• Format: text
• Published: Animo Repository 1996
• Subjects: Preschool children—Psychology; Social role; Social psychology; Child Psychology; Counseling; Counselor Education; Developmental Psychology; Social and Behavioral Sciences
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/12896
• Institution: De La Salle University

The study was conducted to determine the age category of preschoolers in multi- age groups, the bases they used in the age categorization task, and its significant rela- tionship with social role perception and so- cial role behavior. The sample was com- posed of thirty-three 3- to 5-year old chil- dren attending the multi-age classes at UP Child Development Center (UP CDC). Preschoolers perception of age catego- ries was assessed by asking the children to categorize their peers in terms of age-- whether they are younger, older or of the same age as them. The reason for such categorization was also asked. Social role perception, on the other hand, was deter- mined by asking the children to choose which of the two complementary tasks shown in the three cards best represents the behav- ior of their peers. Data on children's social role behavior were gathered through natu- ralistic observation. The study found out that preschool chil- dren were able to categorize peers in terms of age. Percentage computation showed that size was the basis most commonly used by children in the age categorization task. The chi-square test, on the other hand, revealed that age category pereception had significant relationship with social role perception and behavior only in the area of teaching. Perceived older children were viewed as performing the role of the teacher while perceived younger peers were per- ceived as learners. In terms of social role behavior, children performed the leader role more frequently when they interacted with perceived younger peers and follower role during their interaction with perceived older peers. No significant relationship was found between these variables in the areas of sharing and helping. Furthermore, the study also revealed that social roles ascribed to children did not automatically dictate their behaviors.