Ethnographic Research on the Formation Path of Preschool Children’s Peer Cultures

Abstract

As a major branch of children’s studies and a clear manifestation of adherence to a child-oriented position, research on children’s peer cultures is of significant value for understanding the true world of children. Following an ethnographic approach, this study conducts in-depth field observations in three kindergartens to explore how preschool children create their peer cultures. The results indicate that the children in three kindergartens created a series of meaningful symbols within their respective kindergarten settings during peer interaction and formed their peer cultures. The study finds that: Firstly, children’s peer cultures encompass five core themes, namely, self-presentation, friendly interaction, conflict and segregation, collective play routines, and secondary adjustments to classroom rules. Secondly, the development of children’s selves, shared play among children, interpretive reconstruction of adult cultures, and inclusiveness of school cultures are inherent sources of strength, core driving force, mechanisms for the path, and external environmental factors of the formation of children’s peer cultures. Thirdly, children gain membership in the cultures to which they belong through collective participation in social life. Fourthly, children produce peer cultures and contribute to the renewal of adult cultures by creatively appropriating information and knowledge from the adult world. In this connection, it is essential for kindergartens to support the development of children’s peer cultures.

Keywords

children’s peer cultures / ethnography / children’s studies

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