INDIVIDUAL-DIFFERENCES IN CHILDRENS UNDERSTANDING OF THE SCHOOL

Following previous research (Buchanan-Barrow and Barrett, 1996) which investigated the developmental trends in children's understanding of t he school, this paper reports a study which explored wider influences on children's thinking in an examination of individual differences wit hin those broad trends. First, the role of socio-economic class, gende r and birth-order were examined for possible relationship to the child ren's understanding Second, the attitudes of children, parents mid tea chers towards their school were investigated in order to assess possib le links with the children's thinking. Children, aged 5-11, from two p rimary schools, were interviewed, with separate questionnaires being c ompleted by their parents and teachers. Although the findings suggeste d developmental trends associated with age, there were also clear indi cations of other patterns associated with all the social categories ex amined in this study. Furthermore, there was evidence of context-effec ts, with links between the children's attitudes and their understandin g of the school and also between parental and children's attitudes. Gi ven the extent and significance of the factors which emerged, children 's social understanding would appear to be complex and liable to vary according to their social group memberships.