Sparkly Princess Shoes: A Case Study Examination of a Social Hierarchy Among Preschool Aged Girls

Jill M Raisor,Ilfa Zhulamanova,Gina Berridge

doi:10.26822/iejee.2021.215

Jill M Raisor, Ilfa Zhulamanova + Show 1 more

Open Access

https://doi.org/10.26822/iejee.2021.215

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Abstract

Young children are faced with the challenges of collaborating with others usually for the first time as they enter preschool. They must learn to think beyond their own needs and recognize the needs and wants of other children. Most educators soon realize that the naturally occurring interactions among the children tend to establish hierarchies. A qualitative case study completed over a span of five months examined a clique of five preschool aged girls who appeared to partially identify themselves by wearing what they titled, “sparkly princess shoes”. Methods of data collection include interview and observation. Implications for practice and strategies for adults working with preschool aged children are provided.

Highlights

Childhood provides a time of critical growth in all developmental domains and it is well understood that play has an important role in both learning and development
Preschool is the first time that many children are exposed to large numbers of peers outside of their home (Fabes, Martin, & Hanish, 2009); thereby, creating an ideal time to observe the formation of social hierarchies and the dynamics of social interactions of young children
The findings of this study identified one established social hierarchy within the preschool classroom

Summary

Introduction

Childhood provides a time of critical growth in all developmental domains and it is well understood that play has an important role in both learning and development. Copple and Bredekamp (2009) reiterate the importance of the early learning years and the role of play by stating “the collaborative planning of roles and scenarios and the impulse control required to stay within the play’s constraints develop children’s self-regulation, symbolic thinking, memory, and language – capacities critical to later learning, social competence, and school success” Martin, Fabes, Hanish, and Hollenstein (2006) claim that the unstructured play-based activities often found in preschools offer a unique opportunity to study children’s social organization since preschool is often the first time that many young children have the opportunity to interact with same-aged peers on a daily basis Peer groups can offer a unique opportunity for a young child to learn how to negotiate his or her space within the group while under the supervision of adults. Martin, Fabes, Hanish, and Hollenstein (2006) claim that the unstructured play-based activities often found in preschools offer a unique opportunity to study children’s social organization since preschool is often the first time that many young children have the opportunity to interact with same-aged peers on a daily basis

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