TY - JOUR
T1 - Assessing young children's social concept development
AU - Stanley, William B.
AU - Charlesworth, Rosalind
AU - Looney, Stephen
AU - Ringuest, Jeffrey
N1 - Funding Information:
This researchw as partly funded by grants from the Louisiana State University Colleges of Education and Business Administration and the Louisiana State University Council on Research. The authors appreciate the help of the East Baton Rouge Parish Schools and Rosemary Brumfield. Sheila Murrill, Tammy Horner, and Robyn Williams. Correspondence and requests for reprints should be sent to William B. Stanley, University of Delaware, Department of Education Development, 131 Willard Hall, Newark, DE 19716.
PY - 1987/12
Y1 - 1987/12
N2 - A number of questions regarding the nature of social concept development in young children were investigated in this study. In an earlier study, a social concept picture-sorting task was developed to obtain normative data on young children's social concept development. For this replication study, a larger more heterogeneous sample was used consisting of 64 kindergarten and 65 first grade public school students from lower to upper middle-class socioeconomic levels. Profile analysis was used to compare grades, sex, and racial groups. All three variables had a significant impact on performance. Significant differences in difficulty were found among the nine concepts measured. Three of the most difficult concepts (family-not family, those who protect us, and past-present) are commonly included in early childhood curriculum. These results suggest that the level of concept development needs to be considered in planning social studies curriculum and instruction for young children.
AB - A number of questions regarding the nature of social concept development in young children were investigated in this study. In an earlier study, a social concept picture-sorting task was developed to obtain normative data on young children's social concept development. For this replication study, a larger more heterogeneous sample was used consisting of 64 kindergarten and 65 first grade public school students from lower to upper middle-class socioeconomic levels. Profile analysis was used to compare grades, sex, and racial groups. All three variables had a significant impact on performance. Significant differences in difficulty were found among the nine concepts measured. Three of the most difficult concepts (family-not family, those who protect us, and past-present) are commonly included in early childhood curriculum. These results suggest that the level of concept development needs to be considered in planning social studies curriculum and instruction for young children.
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U2 - 10.1016/0885-2006(87)90020-2
DO - 10.1016/0885-2006(87)90020-2
M3 - Article
AN - SCOPUS:45949118728
SN - 0885-2006
VL - 2
SP - 341
EP - 357
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 4
ER -