Elementary School Social Experiences with Peers and Teachers: Manifestation and Development

Abstract

An important part of children’s social experiences takes place in the context of school. For a substantial number of years in the first decade or so of their lives (i.e., “elementary school” years), young children spend a considerable number of hours each day in the presence of classroom peers, guided by teachers. This chapter focuses on these two important socializing agents of influence on children’s normative social and academic development, and well-being, in the classroom context. We present a conceptual framework to distinguish four levels at which the socializing influence of peers and teachers can be examined: children’s individual characteristics, interaction or social-interactive behaviors, dyadic relationships, and groups and group processes. This chapter reviews the relevant theory and empirical findings for each level in this framework, along with recommendations for future research.