Characteristics of children who interact in groups or in dyads

Little research within the field of developmental or educational psychology has addressed teachers' perceptions of the characteristics of children who interact in different types of peer organizations. This study was designed to examine teachers' perceptions of the characteristics of boys and girls who interact in groups or in dyads. Participants (teachers and children) we re recruited from 10 classes from all grade:levels of 2 elementary schools. The children were asked to name those in their classes who played together frequently. On the basis of participants' responses, 2 categories of targe t children were identified: those who played with at least 3 other children (group) and those children who played with 1 other child (dyad). Two teach ers then rated each target-child on 6 characteristics The results indicated that, compared with children who played in dyads, target children who play ed in groups were rated by teachers as being more competitive, receiving mo re attention from peers, valuing their friends more, and being more emotion ally expressive. No differences were found between target children who play ed in groups or dyads in empathy or self-confidence. In addition, no intera ction between sex and type of social organization was found for any of the measures. Results are:discussed in terms of the relation between social org anization and functions of peer relations.