PDF(Pubmed)
Abstract：
Inequality in hierarchical social status, especially among socially excluded children, profoundly affects preadolescents. Historically viewed through a lens of psychopathology and moral deficiencies, it challenges the education system\'s approaches and interventions. This article introduces a developmental perspective, highlighting the hierarchical social status\' role in shaping classroom cohesion, strength, and distinctiveness. This study\'s phenomenological, qualitative methodology aimed to gain preliminary insight into the children\'s perspectives. Drawing from 12 focus group discussions involving 140 latency-age (grade 5) children in Israel, it uniquely reveals the dynamic nature of hierarchical social status influenced by children\'s connections with the group. This dynamism promotes group unity, strengthens bonds, and prioritizes collective concerns, contributing to the development of a \"social self\" in the latency phase. Beyond theory, this study proposes innovative interventions to address social status disparities.
摘要：
等级社会地位的不平等，特别是在被社会排斥的儿童中，深刻影响青春期前。从历史上看，从精神病理学和道德缺陷的角度来看，它挑战了教育系统的方法和干预措施。本文介绍了一个发展的视角，强调等级社会地位在塑造课堂凝聚力中的作用，力量,和独特性。这项研究的现象学，定性方法旨在初步了解儿童的观点。从涉及以色列140名潜伏年龄（5年级）儿童的12个焦点小组讨论中汲取，它独特地揭示了受儿童与群体联系影响的等级制社会地位的动态性质。这种活力促进了群体团结，加强债券，并优先考虑集体关切，在潜伏期促进“社会自我”的发展。超越理论,这项研究提出了创新的干预措施，以解决社会地位的差距。
