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PEER RELATIONSHIPS AND SOCIAL COMPETENCE DURING EARLY AND MIDDLE CHILDHOOD | Annual Review of Psychology
Source: www-annualreviews-org.myaccess.library.utoronto.ca
Article summary:
1. The article reviews the major periods of empirical activity and accomplishment in research on children's peer relationships and social competence during recent decades.
2. It identifies the investigative agendas that were dominant or ascendant during these periods, including enduring agendas from past research generations and newly emergent objectives.
3. Evidence from correlational and experimental studies supports the social skill hypothesis, which holds that prosocial behaviors lead to positive outcomes such as peer acceptance, while problematic relationships are explained in terms of a skill-deficit hypothesis.
Article analysis:
The article is generally reliable and trustworthy, providing an overview of research on children's peer relationships and social competence over recent decades. The author provides a comprehensive review of the literature, citing relevant studies to support their claims. The article also presents both sides of the argument fairly, noting both the social skill hypothesis (which suggests that prosocial behaviors lead to positive outcomes) and the skill-deficit hypothesis (which suggests that poor peer relations are caused by deficits in behavioral skills).
However, there are some potential biases in the article that should be noted. For example, it does not explore counterarguments to its claims or present any evidence for possible risks associated with certain behaviors or strategies. Additionally, it does not provide any information about how different cultures may view or approach peer relationships differently. Finally, it does not discuss any potential implications for policy or practice related to children's peer relationships and social competence.