We would like to extend our thanks and appreciation to the children and staff at the schools who participated in this study, and to Beatrice Birtell, Nathalie Elsaesser, Dimitra Fotopoulou, Sophy Griffin-Beale, Laura Kerr, Tara Sims, Rachel Stock, Ashley Thomas, Sarah Watson, and Alexandra Yates for their contribution to data collection. This research was funded by Brighton & Hove City Council.
Peer Relations and the Understanding of Faux Pas: Longitudinal Evidence for Bidirectional Associations
Article first published online: 24 OCT 2011
© 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
Volume 82, Issue 6, pages 1887–1905, November/December 2011
How to Cite
Banerjee, R., Watling, D. and Caputi, M. (2011), Peer Relations and the Understanding of Faux Pas: Longitudinal Evidence for Bidirectional Associations. Child Development, 82: 1887–1905. doi: 10.1111/j.1467-8624.2011.01669.x
- Issue published online: 15 NOV 2011
- Article first published online: 24 OCT 2011
Research connecting children’s understanding of mental states to their peer relations at school remains scarce. Previous work by the authors demonstrated that children’s understanding of mental states in the context of a faux pas—a social blunder involving unintentional insult—is associated with concurrent peer rejection. The present report describes a longitudinal follow-up investigation of 210 children from the original sample, aged 5–6 or 8–9 years at Time 1. The results support a bidirectional model suggesting that peer rejection may impair the acquisition of faux pas understanding, and also that, among older children, difficulties in understanding faux pas predict increased peer rejection. These findings highlight the important and complex associations between social understanding and peer relations during childhood.