Liderliğin Ortaya Çıkışını Anlamak: Sosyal Kimlik ve Psikososyal Gelişime Odaklanan Yaklaşımların İncelenmesi
DOI:
https://doi.org/10.33308/26674874.2024383758Anahtar Kelimeler:
Liderlik Gelişimi- Sosyal Kimlik- Psiko-sosyal Gelişim- Gelişimsel Gruplar Arası Kuramlar- Akran İlişkileriÖzet
Bu derleme, çocukluk döneminde liderliğin ortaya çıkışını ve gelişimini, özellikle benlik ve sosyal kimlik oluşumunun psiko-sosyal gelişimle olan etkileşimine odaklanarak eleştirel bir şekilde incelemektedir. Liderlik, genellikle müstakil bir beceri olarak görülse de bu bakış açısı sosyal ve psikolojik faktörlerin önemli etkilerini dikkate almamaktadır. Bu derlemede, dört gelişimsel yaklaşımın, Gelişimsel Gruplararası Kuramının, Sosyal Kimlik Gelişim Kuramının, Sosyal Akıl Yürütme Gelişim Modelinin ve Gelişimsel Öznel Grup Dinamikleri Modelinin, çocuklarda liderlik gelişimine ilişkin kuramsal açıklamaları ve araştırma bulguları sunulmaktadır. Bu yaklaşımların sosyal kimlik gelişim süreçlerinin sonuçları olarak liderlik motivasyonlarının ve davranışlarının ortaya çıktığı örüntüleri aydınlatmadaki rolü eleştirel bir şekilde değerlendirilmektedir. Bu kuramların ortak noktaları, grup süreçleri içerisinde ortaya çıkan liderliğin, olumlu benlik motivasyonuna dayandığı, gerçekliği anlama arayışı ile kavrayabilme becerisine ve sosyal çevreden bilgi toplama kapasitesine sahip olmayı gerektirdiğini öne sürmeleridir.
İndirmeler
Referanslar
Abrams, D. (2011). Wherein lies children’s intergroup bias? Egocentrism, social understanding, and social projection. Child Development, 82(5), 1579–1593. DOI: https://doi.org/10.1111/j.1467-8624.2011.01617.x
Abrams, D., Randsley de Moura, G., Marques, J. M., & Hutchison, P. (2008). Innovation credit: When can leaders oppose their group’s norms? Journal of Personality and Social Psychology, 95(3), 662–678. DOI: https://doi.org/10.1037/0022-3514.95.3.662
Abrams, D., Rutland, A., & Cameron, L. (2003). The development of subjective group dynamics: children’s judgments of normative and deviant in-group and out-group individuals. Child Development, 74(6), 1840–1856. DOI: https://doi.org/10.1046/j.1467-8624.2003.00641.x
Abrams, D., Rutland, A., Cameron, L., & Ferrell, J. (2007). Older but wilier: In-group accountability and the development of subjective group dynamics. Developmental Psychology, 43(1), 134–148. DOI: https://doi.org/10.1037/0012-1649.43.1.134
Abrams, D., Rutland, A., Pelletier, J., & Ferrell, J. M. (2009). Children’s group nous: understanding and applying peer exclusion within and between groups. Child Development, 80(1), 224–243. DOI: https://doi.org/10.1111/j.1467-8624.2008.01256.x
Aldan, P., & Soley, G. (2019). The role of intergroup biases in children’s endorsement of information about novel individuals. Journal of Experimental Child Psychology, 179, 291–307. DOI: https://doi.org/10.1016/j.jecp.2018.11.007
Allport, G. (1954). The nature of prejudice. Addison-Wesley Publishing Company.
Bailey, D., Hufford, M. M. C., Emmerson, M. S., & Eckert, S. A. (2017). Identifying and living leadership in the lives of prekindergarten through 4th-grade girls: the story of one intentional leadership identity development program. Journal of Research in Childhood Education, 31(4), 487–507. DOI: https://doi.org/10.1080/02568543.2017.1344751
Baron, A. S. (2015). Constraints on the development of implicit intergroup attitudes. Child Development Perspectives, 9(1), 50–54. DOI: https://doi.org/10.1111/cdep.12105
Baron, A. S., & Dunham, Y. (2015). Representing ‘us’ and ‘them’: building blocks of intergroup cognition. Journal of Cognition and Development, 16(5), 780–801. DOI: https://doi.org/10.1080/15248372.2014.1000459
Barrett, M., & Davis, S. C. (2007). Applying social identity and self-categorization theories to children’s racial, ethnic, national, and state identifications and attitudes. In S.M. Quintana and C. McKown (Eds.) Handbook of Race, Racism, and the Developing Child (pp.72-110). Wiley. DOI: https://doi.org/10.1002/9781118269930.ch5
Bennett, M. (2011). Children’s social identities. Infant and Child Development, 20(4), 353–363. DOI: https://doi.org/10.1002/icd.741
Bennett, M., & Sani, F. (2008). Children’s subjective identification with social groups: a self-stereotyping approach. Developmental Science, 11(1), 69–75. DOI: https://doi.org/10.1111/j.1467-7687.2007.00642.x
Bennett, M., & Sani, F. (2011). The internalisation of group identities in childhood. Psychological Studies, 56(1), 117–124. DOI: https://doi.org/10.1007/s12646-011-0063-4
Bennett, M., & Sani, F. (Eds.). (2003). The Development of the Social Self (1st ed.). Psychology Press. DOI: https://doi.org/10.4324/9780203391099
Bigler, R. S. (1995). The role of classification skill in moderating environmental influences on children’s gender stereotyping: a study of the functional use of gender in the classroom. Child Development, 66(4), 1072–1087. DOI: https://doi.org/10.1111/j.1467-8624.1995.tb00923.x
Bigler, R. S., & Liben, L. S. (2006). A developmental intergroup theory of social stereotypes and prejudice. In R. V. Kail (Ed.) Advances in child development and behavior (pp. 39–89). Elsevier Academic Press. DOI: https://doi.org/10.1016/S0065-2407(06)80004-2
Bigler, R. S., & Liben, L. S. (2007). Developmental intergroup theory. Current Directions in Psychological Science, 16(3), 162–166. DOI: https://doi.org/10.1111/j.1467-8721.2007.00496.x
Bigler, R. S., & Patterson, M. M. (2007). When and why social categorization produces inequality (and vice versa). Human Development, 50(6), 328–332. DOI: https://doi.org/10.1159/000109834
Bigler, R. S., & Patterson, M. M. (2017). Social stereotyping and prejudice in children. In A. Rutland, D. Nesdale and C.S. Brown (Eds.) The Wiley Handbook of Group Processes in Children and Adolescents (pp.184–202). Wiley. DOI: https://doi.org/10.1002/9781118773123.ch9
Bigler, R. S., Brown, C. S., & Markell, M. (2001). When groups are not created equal: effects of group status on the formation of intergroup attitudes in children. Child Development, 72(4), 1151–1162. DOI: https://doi.org/10.1111/1467-8624.00339
Bigler, R. S., Jones, L. C., & Lobliner, D. B. (1997). Social categorization and the formation of intergroup attitudes in children. Child Development, 68(3), 530–543. DOI: https://doi.org/10.1111/j.1467-8624.1997.tb01956.x
Bigler, R. S., Rohrbach, J. M., & Sanchez, K. L. (2016). Children's intergroup relations and attitudes. In S. S. Horn, M. D. Ruck, & L. S. Liben (Eds.) Equity and justice in developmental science: Implications for young people, families, and communities (pp.131–169). Elsevier Academic Press. DOI: https://doi.org/10.1016/bs.acdb.2016.05.005
Bigler, R.S. and Liben, L.S. (1992), Cognitive Mechanisms in Children's Gender Stereotyping: Theoretical and Educational Implications of a Cognitive-based Intervention. Child Development, 63, 1351-1363. DOI: https://doi.org/10.1111/j.1467-8624.1992.tb01700.x
Boivin, M., Vitaro, F., & Poulin, F. (2005). Peer Relationships and the Development of Aggressive Behavior in Early Childhood. In R. E. Tremblay, W. W. Hartup & J. Archer (Eds.) Developmental origins of aggression (pp. 376–397). The Guilford Press.
Brey, E., & Pauker, K. (2019). Teachers’ nonverbal behaviors influence children’s stereotypic beliefs. Journal of Experimental Child Psychology, 188, 104671. DOI: https://doi.org/10.1016/j.jecp.2019.104671
Brown, C. S., & Bigler, R. S. (2002). Effects of minority status in the classroom on children’s intergroup attitudes. Journal of Experimental Child Psychology, 83(2), 77–110. DOI: https://doi.org/10.1016/S0022-0965(02)00123-6
Brown, C.S. (2017). Discrimination in Childhood and Adolescence: A Developmental Intergroup Approach (1st ed.). Routledge. DOI: https://doi.org/10.4324/9781315208381
Brunetti, M., Sette, S., Cheng, T., Laghi, F., Longobardi, E., Pastorelli, C., Zuffianò, A., & Coplan, R. J. (2024). Solitary groups: A latent profile analysis of motivations for social withdrawal and experiences of solitude in late childhood and early adolescence. Social Development, e12742. DOI: https://doi.org/10.1111/sode.12742
Cannon, J. A., Zaccaro, S. J., & Goldstein, T. R. (2024). “I want to be the line leader!” Cognitive and social processes in early leader development. Leadership Quarterly, 35(2), 101757. DOI: https://doi.org/10.1016/j.leaqua.2023.101757
Chalik, L., & Rhodes, M. (2020). Groups as moral boundaries: A developmental perspective. In J. B. Benson (Ed.) Advances in child development and behavior (pp.63–93). Elsevier Academic Press. DOI: https://doi.org/10.1016/bs.acdb.2020.01.003
Chalik, L., Van Bavel, J. J, & Rhodes, M. (2018). The Cognitive Process Underlying Moral Judgment Across Development. Proceedings of the Annual Meeting of the Cognitive Science Society, 40. https://escholarship.org/uc/item/5dz4x6p5 DOI: https://doi.org/10.31234/osf.io/9pcfe
Chen, E. E., Corriveau, K. H., & Harris, P. L. (2013). Children trust a consensus composed of outgroup members-but do not retain that trust. Child Development, 84(1), 269–282. DOI: https://doi.org/10.1111/j.1467-8624.2012.01850.x
Chen, J. J. (2023). Leadership at play in preschool children: a systematic synthesis of nearly nine decades of research. Early Education and Development, 34(1), 1–26. DOI: https://doi.org/10.1080/10409289.2021.1988036
Chen, J. J., & Kacerek, C. R. (2022). Leaders and followers during sociodramatic play: a study of racial/ethnic minority preschool children from socioeconomically disadvantaged backgrounds. Journal of Research in Childhood Education, 36(3), 517–540. DOI: https://doi.org/10.1080/02568543.2021.1960939
Chen, Q., Hughes, J. N., Liew, J., & Kwok, O. M. (2010). Joint contributions of peer acceptance and peer academic reputation to achievement in academically at-risk children: Mediating processes. Journal of Applied Developmental Psychology, 31(6), 448–459. DOI: https://doi.org/10.1016/j.appdev.2010.09.001
Choi, E. U., & Hogg, M. A. (2020). Self-uncertainty and group identification: A meta-analysis. Group Processes and Intergroup Relations, 23(4), 483–501. DOI: https://doi.org/10.1177/1368430219846990
Day, D. V. (2011). Integrative perspectives on longitudinal investigations of leader development: From childhood through adulthood. The Leadership Quarterly, 22(3), 561–571. DOI: https://doi.org/10.1016/j.leaqua.2011.04.012
Diesendruck, G. (2021). A motivational perspective on the development of social essentialism. Current Directions in Psychological Science, 30(1), 76–81. DOI: https://doi.org/10.1177/0963721420980724
Du, K., Hunter, J. A., Scarf, D., & Ruffman, T. (2021). Chinese children’s in-group favoritism is affected by age and gender. Journal of Applied Developmental Psychology, 72, 101232. DOI: https://doi.org/10.1016/j.appdev.2020.101232
Duan, J., Ren, X., Liu, Z., & Riggio, R. E. (2022). Connecting the dots: How parental and current socioeconomic status shape individuals’ transformational leadership. Journal of Business Research, 150, 51–58. DOI: https://doi.org/10.1016/j.jbusres.2022.06.014
Duffy, A. L., & Nesdale, D. (2010). Group norms, intra-group position and children’s aggressive intentions. European Journal of Developmental Psychology, 7(6), 696–716. DOI: https://doi.org/10.1080/17405620903132504
Dunham, Y., & Degner, J. (2010). Origins of intergroup bias: Developmental and social cognitive research on intergroup attitudes. European Journal of Social Psychology, 40(4), 563–568. DOI: https://doi.org/10.1002/ejsp.758
Dunham, Y., Baron, A. S., & Banaji, M. R. (2008). The development of implicit intergroup cognition. Trends in Cognitive Sciences, 12(7), 248–253. DOI: https://doi.org/10.1016/j.tics.2008.04.006
Dunham, Y., Chen, E. E., & Banaji, M. R. (2013). Two signatures of implicit intergroup attitudes. Psychological Science, 24(6), 860–868. DOI: https://doi.org/10.1177/0956797612463081
Elenbaas, L., Rizzo, M. T., & Killen, M. (2020). A developmental-science perspective on social inequality. Current Directions in Psychological Science, 29(6), 610–616. DOI: https://doi.org/10.1177/0963721420964147
Engelmann, J. M., Herrmann, E., Rapp, D. J., & Tomasello, M. (2016). Young children (sometimes) do the right thing even when their peers do not. Cognitive Development, 39, 86–92. DOI: https://doi.org/10.1016/j.cogdev.2016.04.004
Epitropaki, O., Kark, R., Mainemelis, C., & Lord, R. G. (2017). Leadership and followership identity processes: A multilevel review. The Leadership Quarterly, 28(1), 104–129. DOI: https://doi.org/10.1016/j.leaqua.2016.10.003
Estell, D. B., Farmer, T. W., Cairns, R. B., & Cairns, B. D. (2002). Social relations and academic achievement in inner-city early elementary classrooms. International Journal of Behavioral Development, 26(6), 518–528. DOI: https://doi.org/10.1080/01650250143000472
Fitri, S. N., & Waluyo, E. (2020). Implementation of Ksatria Story Book in embedding leadership character values in children 5-6 years old. BELIA: Early Childhood Education Papers, 9(1) 7–12. DOI: https://doi.org/10.15294/belia.v9i1.28381
French, D. C. (1984). Children’s knowledge of the social functions of younger, older, and same-age peers. Child Development, 55(4), 1429. DOI: https://doi.org/10.2307/1130012
French, D. C., & Stright, A. L. (1991). Emergent leadership in children’s small groups. Small Group Research, 22(2), 187–199. DOI: https://doi.org/10.1177/1046496491222003
Frith, C. D. (2008). Social cognition. Philosophical Transactions of the Royal Society B. Biological Sciences, 363(1499), 2033–2039. DOI: https://doi.org/10.1098/rstb.2008.0005
Hailey, D. J., & Fazio-Brunson, M. (2020a). Early childhood leadership: a qualitative study of parent perceptions. Journal Of Education and Human Development, 9(1). DOI: https://doi.org/10.15640/jehd.v9n1a1
Hailey, D. J., & Fazio-Brunson, M. (2020b). Leadership in the Early Childhood Years. Theory & Practice in Rural Education, 10(1), 6–23. DOI: https://doi.org/10.3776/tpre.v10n1p6-23
Haslam, S. A., Reicher, S. D., & Platow, M. J. (2020). The new psychology of leadership (2nd ed.). Routledge. DOI: https://doi.org/10.4324/9781351108232
Hawley, P. H. (1999). The ontogenesis of social dominance: a strategy-based evolutionary perspective. Developmental Review, 19(1), 97–132. DOI: https://doi.org/10.1006/drev.1998.0470
Hawley, P. H., & Geldhof, G. J. (2012). Preschoolers’ social dominance, moral cognition, and moral behavior: An evolutionary perspective. Journal of Experimental Child Psychology, 112(1), 18–35. DOI: https://doi.org/10.1016/j.jecp.2011.10.004
Heck, I. A., Shutts, K., & Kinzler, K. D. (2022). Children’s thinking about group-based social hierarchies. Trends in Cognitive Sciences, 26(7), 593–606. DOI: https://doi.org/10.1016/j.tics.2022.04.004
Held, L. L., Gilpin, A. T., & Xia, M. (2024). Investigating the skills of a preschool leader: A latent profile analysis. Social Development, 33, e12716. DOI: https://doi.org/10.1111/sode.12716
Hilliard, L. J., & Liben, L. S. (2010). Differing levels of gender salience in preschool classrooms: effects on children’s gender attitudes and intergroup bias. Child Development, 81(6), 1787–1798. DOI: https://doi.org/10.1111/j.1467-8624.2010.01510.x
Hogg, M. A. (2000). Subjective uncertainty reduction through self-categorization: a motivational theory of social identity processes. European Review of Social Psychology, 11(1), 223–255. DOI: https://doi.org/10.1080/14792772043000040
Hogg, M. A. (2001). A social identity theory of leadership. Personality and Social Psychology Review, 5(3), 184–200. DOI: https://doi.org/10.1207/S15327957PSPR0503_1
Hogg, M. A. (2023). Walls between groups: Self‐uncertainty, social identity, and intergroup leadership. Journal of Social Issues, 79(2), 825–840. DOI: https://doi.org/10.1111/josi.12584
Hogg, M. A., van Knippenberg, D., & Rast, D. E. (2012). The social identity theory of leadership: Theoretical origins, research findings, and conceptual developments. European Review of Social Psychology, 23(1), 258–304. DOI: https://doi.org/10.1080/10463283.2012.741134
Johnson, S. K., Murphy, S. E., & Riggio, R. E. (2023). Developing leader identity across the lifespan. In J. E. Owen (Ed.) New Directions for Student Leadership: No. 178, Deepening leadership identity development (21–30). Wiley. DOI: https://doi.org/10.1002/yd.20551
Jones-Morales, J., & Konrad, A. M. (2018). Attaining elite leadership: career development and childhood socioeconomic status. Career Development International, 23(3), 246–260. DOI: https://doi.org/10.1108/CDI-03-2017-0047
Kang, S. K., & Bodenhausen, G. V. (2015). Multiple identities in social perception and interaction: Challenges and opportunities. Annual Review of Psychology, 66, 547–574. DOI: https://doi.org/10.1146/annurev-psych-010814-015025
Karagianni, D., & Jude Montgomery, A. (2018). Developing leadership skills among adolescents and young adults: a review of leadership programmes. International Journal of Adolescence and Youth, 23(1), 86–98. Routledge. DOI: https://doi.org/10.1080/02673843.2017.1292928
Karcher, M. J., & Fischer, K. W. (2004). A developmental sequence of skills in adolescents’ intergroup understanding. Journal of Applied Developmental Psychology, 25(3), 259–282. DOI: https://doi.org/10.1016/j.appdev.2004.04.001
Killen, M., & Rutland, A. (2011a). Children and Social Exclusion: Morality, Prejudice, and Group Identity. Wiley-Blackwell.
Killen, M., & Rutland, A. (2011b). Emergence of Social Categorization and Prejudice. In J. Dunn, M. Killen and A. Rutland (Eds.) Children and Social Exclusion (pp.37–58). Wiley-Blackwell. DOI: https://doi.org/10.1002/9781444396317
Killen, M., & Verkuyten, M. (2017). The importance of social-cognitive development and the developmental context for group dynamics. Group Processes & Intergroup Relations, 20(5), 707–718. DOI: https://doi.org/10.1177/1368430217711771
Killen, M., Elenbaas, L., & Rizzo, M. T. (2018). Young children’s ability to recognize and challenge unfair treatment of others in group contexts. Human Development, 61(4–5), 281–296. DOI: https://doi.org/10.1159/000492804
Killen, M., Elenbaas, L., & Rutland, A. (2016). Balancing the fair treatment of others while preserving group identity and autonomy. Human Development, 58(4–5), 253–272. DOI: https://doi.org/10.1159/000444151
Killen, M., Mulvey, K. L., Richardson, C., Jampol, N., & Woodward, A. (2011). The accidental transgressor: Morally-relevant theory of mind. Cognition, 119(2), 197–215. DOI: https://doi.org/10.1016/j.cognition.2011.01.006
Killen, M., Mulvey, K.L. and Hitti, A. (2013), Social exclusion in childhood: a developmental intergroup perspective. Child Development, 84, 772-790. DOI: https://doi.org/10.1111/cdev.12012
Killen, M., Rutland, A., Abrams, D., Mulvey, K. L., & Hitti, A. (2013). Development of intra‐ and intergroup judgments in the context of moral and social‐conventional norms. Child Development, 84(3), 1063–1080. DOI: https://doi.org/10.1111/cdev.12011
Kinzler, K. D., Dupoux, E., & Spelke, E. S. (2007). The native language of social cognition. Proceedings of the National Academy of Sciences of the United States of America, 104(30), 12577–12580. DOI: https://doi.org/10.1073/pnas.0705345104
Komives, S. R., Longerbeam, S. D., Owen, J. E., Mainella, F. C., & Osteen, L. (2006). A leadership identity development model: applications from a grounded theory. Journal of College Student Development, 47(4), 401–418. DOI: https://doi.org/10.1353/csd.2006.0048
Kraft, C., & Mayeux, L. (2018). Associations among friendship jealousy, peer status, and relational aggression in early adolescence. Journal of Early Adolescence, 38(3), 385–407. DOI: https://doi.org/10.1177/0272431616670992
Laursen, B., & Veenstra, R. (2023). In defense of peer influence: The unheralded benefits of conformity. Child Development Perspectives, 17(1), 74–80. DOI: https://doi.org/10.1111/cdep.12477
Lee, S. Y., Recchia, S. L., & Shin, M. S. (2005). “Not the same kind of leaders”: Four young children’s unique ways of influencing others. Journal of Research in Childhood Education, 20(2), 132–148. DOI: https://doi.org/10.1080/02568540509594557
Liben, L. S. (2014). The individual context nexus in developmental intergroup theory: within and beyond the ivory tower. Research in Human Development, 11(4), 273–290. DOI: https://doi.org/10.1080/15427609.2014.967048
Liben, L. S., Bigler, R. S., & Krogh, H. R. (2001). Pink and blue collar jobs: children’s judgments of job status and job aspirations in relation to sex of worker. Journal of Experimental Child Psychology, 79(4), 346–363. DOI: https://doi.org/10.1006/jecp.2000.2611
Liberman, Z., Woodward, A. L., & Kinzler, K. D. (2017). Preverbal infants infer third-party social relationships based on language. Cognitive Science, 41(3), 622–634. DOI: https://doi.org/10.1111/cogs.12403
Liu, Z., Venkatesh, S., Murphy, S. E., & Riggio, R. E. (2020). Leader development across the lifespan: A dynamic experiences-grounded approach. The Leadership Quarterly, 32(5), 101382. DOI: https://doi.org/10.1016/j.leaqua.2020.101382
Marques, J. M., & Paez, D. (1994). The ‘Black Sheep Effect’: Social categorization, rejection of ingroup deviates, and perception of group variability. European Review of Social Psychology, 5(1), 37–68. DOI: https://doi.org/10.1080/14792779543000011
Martin, S. R., Innis, B. D., & Ward, R. G. (2017). Social class, leaders and leadership: a critical review and suggestions for development. Current Opinion in Psychology, 18, 49–54. DOI: https://doi.org/10.1016/j.copsyc.2017.08.001
Mascaro, O., & Csibra, G. (2012). Representation of stable social dominance relations by human infants. Proceedings of the National Academy of Sciences, 109(18), 6862–6867. DOI: https://doi.org/10.1073/pnas.1113194109
Mascaro, O., & Csibra, G. (2014). Human infants’ learning of social structures. Psychological Science, 25(1), 250–255. DOI: https://doi.org/10.1177/0956797613500509
Mawson, B. (2011). Children’s leadership strategies in early childhood. Journal of Research in Childhood Education, 25(4), 327–338. DOI: https://doi.org/10.1080/02568543.2011.605207
McCarron, G. P., McKenzie, B. L., & Yamanaka, A. (2023). Leadership identity development. New Directions for Student Leadership, 2023(178), 31–43. DOI: https://doi.org/10.1002/yd.20552
McGuire, L., Elenbaas, L., Killen, M., & Rutland, A. (2019). The role of in-group norms and group status in children’s and adolescents’ decisions to rectify resource inequalities. British Journal of Developmental Psychology, 37(3), 309–322. DOI: https://doi.org/10.1111/bjdp.12274
Meltzoff, A. N. (2011). Social cognition and the origins of imitation, empathy, and theory of mind. In U. Goswami (Ed.) The Wiley-Blackwell handbook of childhood cognitive development (2nd ed., pp.49–75). Wiley Blackwell. DOI: https://doi.org/10.1002/9781444325485.ch2
Mervis, C. B., & Rosch, E. (1981). Categorization of natural objects. Annual Review of Psychology, 32(1), 89–115. DOI: https://doi.org/10.1146/annurev.ps.32.020181.000513
Miller, P. H., & Aloise-Young, P. A. (2018). Revisiting Young Children’s Understanding of the Psychological Causes of Behavior. Child Development, 89(5), 1441–1461. DOI: https://doi.org/10.1111/cdev.12891
Misch, A., Paulus, M., & Dunham, Y. (2021). Anticipation of Future Cooperation Eliminates Minimal Ingroup Bias in Children and Adults. Journal of Experimental Psychology: General, 150(10), 2036–2056. DOI: https://doi.org/10.1037/xge0000899
Mistry, R. S., Elenbaas, L., Griffin, K. M., Nenadal, L., & Yassine, A. (2021). Advancing developmental intergroup perspectives on social class. Child Development Perspectives, 15(4), 213–219. DOI: https://doi.org/10.1111/cdep.12431
Moty, K., & Rhodes, M. (2021). The Unintended Consequences of the Things we say: What Generic statements communicate to children about unmentioned categories. Psychological Science, 32(2), 189-203. DOI: https://doi.org/10.1177/0956797620953132
Mulvey, K. L., Hitti, A., Rutland, A., Abrams, D., & Killen, M. (2014). When do children dislike ingroup members? Resource allocation from individual and group perspectives. Journal of Social Issues, 70(1), 29–46. DOI: https://doi.org/10.1111/josi.12045
Murphy, S. E., & Johnson, S. K. (2011). The benefits of a long-lens approach to leader development: Understanding the seeds of leadership. The Leadership Quarterly, 22(3), 459–470. DOI: https://doi.org/10.1016/j.leaqua.2011.04.004
Murphy, S. E., & Johnson, S. K. (2016). Leadership and leader developmental self-efficacy: Their role in enhancing leader development efforts. New Directions for Student Leadership, 2016, 73–84. DOI: https://doi.org/10.1002/yd.20163
Nesdale, D. (1999). Developmental changes in children’s ethnic preferences and social cognitions. Journal of Applied Developmental Psychology, 20(4), 501–519. DOI: https://doi.org/10.1016/S0193-3973(99)00012-X
Nesdale, D. (2004). Social identity processes and children's ethnic prejudice. In M. Bennett & F. Sani (Eds.) The development of the social self (pp.219–245). Psychology Press. DOI: https://doi.org/10.4324/9780203391099_chapter_8
Nesdale, D. (2013). Social acumen: Its role in constructing group identity and attitudes. In M. R. Banaji & S. A. Gelman (Eds.) Navigating the social world: What infants, children, and other species can teach us (pp.323–326). Oxford University Press. DOI: https://doi.org/10.1093/acprof:oso/9780199890712.003.0059
Nesdale, D. (2017). Children and social groups. In A. Rutland, D. Nesdale, & C. S. Brown (Eds.) The Wiley Handbook of Group Processes in Children and Adolescents (pp.1–22). Wiley. DOI: https://doi.org/10.1002/9781118773123.ch1
Nesdale, D., & Flesser, D. (2001). Social identity and the development of children’s group attitudes. Child Development, 72(2), 506–517. DOI: https://doi.org/10.1111/1467-8624.00293
Nesdale, D., Griffiths, J. A., Durkin, K., & Maass, A. (2007). Effects of group membership, intergroup competition and out‐group ethnicity on children’s ratings of in‐group and out‐group similarity and positivity. British Journal of Developmental Psychology, 25(3), 359–373. DOI: https://doi.org/10.1348/026151006X150382
Nucci, L. (1981). Conceptions of personal issues: A domain distinct from moral or societal concepts. Child Development, 52(1), 114. DOI: https://doi.org/10.2307/1129220
Nucci, L. P. (2001). Education in the moral domain. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511605987
Ostrov, J. M., & Guzzo, J. L. (2015). Prospective associations between prosocial behavior and social dominance in early childhood: Are sharers the best leaders? Journal of Genetic Psychology, 176(2), 130–138. DOI: https://doi.org/10.1080/00221325.2015.1018860
Parten, M. B. (1933). Leadership among preschool children. The Journal of Abnormal and Social Psychology, 27(4), 430–440. DOI: https://doi.org/10.1037/h0073032
Patterson, M. M., & Bigler, R. S. (2006). Preschool children’s attention to environmental messages about groups: social categorization and the origins of intergroup bias. Child Development, 77(4), 847–860. DOI: https://doi.org/10.1111/j.1467-8624.2006.00906.x
Pauker, K., Tai, C., & Ansari, S. (2020). Contextualizing the development of social essentialism. In M. Rhodes (Ed.) Advances in child development and behavior: The development of social essentialism (pp.65–94). Elsevier Academic Press. DOI: https://doi.org/10.1016/bs.acdb.2020.05.003
Peretz-Lange, R., Harvey, T., & Blake, P. R. (2022). Socioeconomic status predicts children's moral judgments of novel resource distributions. Developmental Science, 25, e13230. DOI: https://doi.org/10.1111/desc.13230
Piaget, J. (1932). The moral judgment of the child (1st ed.). Routledge.
Raabe, T., & Beelmann, A. (2011). Development of ethnic, racial, and national prejudice in childhood and adolescence: A multinational meta-analysis of age differences. Child Development, 82, 1715-1737. DOI: https://doi.org/10.1111/j.1467-8624.2011.01668.x
Ramsey, J. L., Langlois, J. H., Hoss, R. A., Rubenstein, A. J., & Griffin, A. M. (2004). Origins of a stereotype: Categorization of facial attractiveness by 6-month-old infants. Developmental Science, 7(2), 201–211. DOI: https://doi.org/10.1111/j.1467-7687.2004.00339.x
Raver, C. C., & Zigler, E. F. (1997). Social competence: An untapped dimension in evaluating head start’s success. Early Childhood Research Quarterly, 12(4), 363–385. DOI: https://doi.org/10.1016/S0885-2006(97)90017-X
Recchia, S. L. (2011). Preschool leaders in the early childhood classroom. In S. E. Murphy & R. J. Reichard (Eds.) Early development and leadership: Building the next generation of leaders (pp.39–58). Routledge/Taylor & Francis Group.
Reichard, R. J., & Beck, J. E. (2017). Leader developmental readiness: Deconstructed and reconstructed. In M. G. Clark & C. W. Gruber (Eds.) Leader development deconstructed (pp.115–140). Springer International Publishing/Springer Nature. DOI: https://doi.org/10.1007/978-3-319-64740-1_6
Reitan, T., & Stenberg, S. Å. (2019). From classroom to conscription. Leadership emergence in childhood and early adulthood. The Leadership Quarterly, 30(3), 298–319. DOI: https://doi.org/10.1016/j.leaqua.2018.11.006
Rhodes, M., & Baron, A. (2019). The development of social categorization. Annual Review of Developmental Psychology, 1(1), 359–386. DOI: https://doi.org/10.1146/annurev-devpsych-121318-084824
Rhodes, M., & Brickman, D. (2011). The influence of competition on children’s social categories. Journal of Cognition and Development, 12(2), 194–221. DOI: https://doi.org/10.1080/15248372.2010.535230
Rhodes, M., & Chalik, L. (2013). Social categories as markers of intrinsic interpersonal obligations. Psychological Science, 24(6), 999–1006. DOI: https://doi.org/10.1177/0956797612466267
Rhodes, M., & Mandalaywala, T. M. (2017). The development and developmental consequences of social essentialism. Wiley interdisciplinary reviews. Cognitive science, 8(4), 10.1002/wcs.1437. DOI: https://doi.org/10.1002/wcs.1437
Rhodes, M., & Wellman, H. (2017). Moral learning as intuitive theory revision. Cognition, 167, 191–200. DOI: https://doi.org/10.1016/j.cognition.2016.08.013
Rhodes, M., Gelman, S. A., & Brickman, D. (2010). Children’s attention to sample composition in learning, teaching and discovery. Developmental Science, 13(3), 421–429. DOI: https://doi.org/10.1111/j.1467-7687.2009.00896.x
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.) Handbook of child psychology: Social, emotional, and personality development (6th ed., pp.571–645). John Wiley & Sons, Inc. DOI: https://doi.org/10.1002/9780470147658.chpsy0310
Rutland, A., & Killen, M. (2015). A developmental science approach to reducing prejudice and social exclusion: Intergroup processes, social‐cognitive development, and moral reasoning. Social Issues and Policy Review, 9(1), 121–154. DOI: https://doi.org/10.1111/sipr.12012
Rutland, A., Cameron, L., Milne, A., & McGeorge, P. (2005). Social norms and self‐presentation: Children’s implicit and explicit intergroup attitudes. Child Development, 76(2), 451–466. DOI: https://doi.org/10.1111/j.1467-8624.2005.00856.x
Rutland, A., Killen, M., & Abrams, D. (2010). A new social-cognitive developmental perspective on prejudice. Perspectives on Psychological Science, 5(3), 279–291. DOI: https://doi.org/10.1177/1745691610369468
Sacks, R. (2010). Natural born leaders: An exploration of leadership development in children and adolescents [Unpublished doctorate thesis]. University of Toronto.
Scharf, M., & Mayseless, O. (2009). Socioemotional characteristics of elementary school children identified as exhibiting social leadership qualities. Journal of Genetic Psychology, 170(1), 73–96. DOI: https://doi.org/10.3200/GNTP.170.1.73-96
Selman, R. L. (1971). Taking another’s perspective: role-taking development in early childhood. Child Development, 42(6), 1721. DOI: https://doi.org/10.2307/1127580
Sherif, M., Harvey, O. J., White, B. J., Hood, W. R., & Sherif, C. W. (1961). Intergroup conflict and cooperation: The Robbers Cave experiment. University of Oklahoma Press.
Shutts, K. (2015). Young children’s preferences: Gender, race, and social status. Child Development Perspectives, 9(4), 262–266. DOI: https://doi.org/10.1111/cdep.12154
Smetana, J. G. (2006). Social-cognitive domain theory: Consistencies and variations in children's moral and social judgments. In M. Killen & J. G. Smetana (Eds.) Handbook of moral development (pp.119–153). Lawrence Erlbaum Associates Publishers.
Smetana, J. G., Jambon, M., & Ball, C. L. (2018). Normative changes and individual differences in early moral judgments: A constructivist developmental perspective. Human Development, 61(4–5), 264–280. DOI: https://doi.org/10.1159/000492803
Spielman, D. A. (2000). Young children, minimal groups, and dichotomous categorization. Personality and Social Psychology Bulletin, 26(11), 1433–1441. DOI: https://doi.org/10.1177/0146167200263010
Sudo, M., & Farrar, J. (2020). Theory of mind understanding, but whose mind? Affiliation with the target is related to children’s false belief performance. Cognitive Development, 54, 100869. DOI: https://doi.org/10.1016/j.cogdev.2020.100869
Tackett, J. L., Reardon, K. W., Fast, N. J., Johnson, L., Kang, S. K., Lang, J. W. B., & Oswald, F. L. (2023). Understanding the Leaders of Tomorrow: The Need to Study Leadership in Adolescence. Perspectives on Psychological Science, 18(4), 829–842. DOI: https://doi.org/10.1177/17456916221118536
Tajfel, H. and Turner, J. C. (1986). The social identity theory of intergroup behavior. In S. Worchel & W. G. Austin (Eds.) Psychology of Intergroup Relations (pp.7–24). Nelson-Hall Publishers.
Tajfel, H. ve Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.) The Social Psychology of Intergroup Relations (pp. 33–47). Brooks Cole.
Tajfel, H., Billig, M. G., Bundy, R. P., & Flament, C. (1971). Social categorization and intergroup behaviour. European Journal of Social Psychology, 1(2), 149–178. DOI: https://doi.org/10.1002/ejsp.2420010202
Terrizzi, B. F., Brey, E., Shutts, K., & Beier, J. S. (2019). Children’s developing judgments about the physical manifestations of power. Developmental Psychology, 55(4), 793–808. DOI: https://doi.org/10.1037/dev0000657
Trawick-Smith, J. (1988). ‘Let’s say you’re the baby, OK?’ Play leadership and following behavior of young children. Young Children, 43(5), 51–59.
Tsoi, L., Hamlin, J. K., Waytz, A., Baron, A. S., & Young, L. L. (2021). A cooperation advantage for theory of mind in children and adults. Social Cognition, 39(1), 19–40. DOI: https://doi.org/10.1521/soco.2021.39.1.19
Turiel, E. (1983). The development of social knowledge: Morality and convention. Cambridge University Press.
Turner, J. C. (1975). Social comparison and social identity: Some prospects for intergroup behaviour. European Journal of Social Psychology, 5(1), 1–34. DOI: https://doi.org/10.1002/ejsp.2420050102
Turner, J. C., Brown, R. J., & Tajfel, H. (1979). Social comparison and group interest in ingroup favouritism. European Journal of Social Psychology, 9(2), 187–204. DOI: https://doi.org/10.1002/ejsp.2420090207
Turner, J. C., Hogg, M. A., Oakes, P. J., Reicher, S. D., & Wetherell, M. S. (1987). Rediscovering the social group: A self-categorization theory. Basil Blackwell.
Vaish, A., Carpenter, M., & Tomasello, M. (2016). The early emergence of guilt‐motivated prosocial behavior. Child Development, 87(6), 1772–1782. DOI: https://doi.org/10.1111/cdev.12628
van Dalfsen, G., Van Hoecke, J., Westerbeek, H., & De Bosscher, V. (2023). the development of a scale to measure shared leadership in youth sport. Journal of Global Sport Management, 8(1), 73–94. DOI: https://doi.org/10.1080/24704067.2020.1759006
van Knippenberg, D. (2023). Developing the social identity theory of leadership: Leader agency in leader group prototypicality. Social and Personality Psychology Compass, 17(4), e12739. DOI: https://doi.org/10.1111/spc3.12739
Vaughn, B. E., & Waters, E. (1981). Attention structure, sociometric status, and dominance: Interrelations, behavioral correlates, and relationships to social competence. Developmental Psychology, 17(3), 275–288. DOI: https://doi.org/10.1037//0012-1649.17.3.275
Verkuyten, M. (2021). Group identity and ingroup bias: the social identity approach. Human Development, 65(5–6), 311–324. DOI: https://doi.org/10.1159/000519089
Verkuyten, M., & De Wolf, A. (2007). The development of in-group favoritism: between social reality and group identity. Developmental Psychology, 43(4), 901–911. DOI: https://doi.org/10.1037/0012-1649.43.4.901
Verkuyten, M., & Pouliasi, K. (2002). Biculturalism among older children. Journal of Cross-Cultural Psychology, 33(6), 596–609. DOI: https://doi.org/10.1177/0022022102238271
Verkuyten, M., & Steenhuis, A. (2005). Preadolescents’ understanding and reasoning about asylum seeker peers and friendships. Journal of Applied Developmental Psychology, 26(6), 660–679. DOI: https://doi.org/10.1016/j.appdev.2005.08.002
Wimmer, H. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13(1), 103–128. DOI: https://doi.org/10.1016/0010-0277(83)90004-5
Zaccaro, S. J., Green, J. P., Dubrow, S., & Kolze, M. J. (2018). Leader individual differences, situational parameters, and leadership outcomes: A comprehensive review and integration. The Leadership Quarterly, 29(1), 2–43. DOI: https://doi.org/10.1016/j.leaqua.2017.10.003
Zhou, J., Chen, X., Li, D., Liu, J., & Cui, L. (2024). Leaders of peer groups in chinese early adolescents: The roles of social, academic, and psychological characteristics in group leadership. Journal of youth and adolescence, 53(9), 2151–2164. DOI: https://doi.org/10.1007/s10964-024-02003-9
İndir
Yayınlanmış
Nasıl Atıf Yapılır
Sayı
Bölüm
Lisans
Telif Hakkı (c) 2024 Yaşadıkça Eğitim
Bu çalışma Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License ile lisanslanmıştır.
Sisteme yüklemiş olunan makalenin kapsamı, sunduğu bulgular ve sonucu ve yorumları konusunda Yaşadıkça Eğitim [YE] dergisi Sahibi, Editör, Editör Yardımcısı, Hakemler ve Editör Kurulu'nun hiçbir sorumluluk taşımadığını kabul ederim.
Makalenin özgün olduğunu, herhangi bir başka dergiye yayımlanmak üzere gönderilmediği, daha önce yayımlanmadığını Yaşadıkça Eğitim [YE] dergisi Editörlüğü'ne beyan ederim.
Başlığı belirtilen makalenin, 5846 sayılı Fikir ve Sanat Eserleri Yasasının 22. maddesi gereğince çoğaltma, 23. maddesi gereğince yayma ve 25. maddesi gereğince her türlü taşıyıcı materyal üzerinde veya elektronik ortamda kamuya iletim haklarını Yaşadıkça Eğitim [YE] dergisine karşılıksız, koşulsuz ve süresiz olarak devredildiği, makale ile ilgili devredilen hakların dilediği zaman, mekan ve koşullarda kullanmaya Yaşadıkça Eğitim [YE] dergisinin yayıncısı olarak İstanbul Kültür Üniversitesi'nin yetkili kılınacağını onaylarım.