The spontaneous grouping of six years olds.

This study is an attempt to explore the ways in which six year olds succeed or fail in forming groups. The two hundred and fifty-two children were observed for five one-hour periods, and were asked on two occasions with whom they most liked to play and why. Of these 35.7% remained steady in their choice with boys more constant than girls. Eighty-nine per cent of the boys and ninety-two per cent of the girls chose a child of the same sex. Seventy-three of the children were unchosen. Of the sample 68.5% could formulate no reason for their choice; only twelve per cent showed any appreciation of character. These children have as yet little understanding of personality constructs. Leaders were few---seventeen---and their emergence depended upon the quality of the teacher, and the provision of imaginative material or the recognition of a desired skill. Most leaders were temporary but four led for half an hour and four for the whole hour; they were representative in every way except for the absence of eldest, and high proportion of teachers', children. The teacher played a considerable part in the formation and maintenance of groups. Eight children spent a whole hour alone; in addition to unoccupied and onlooker behaviour children sometimes wandered when they were isolated but intensely aware of other children. The ability to be alone, from choice, can be a sign of rare maturity. Naturally the children could only enjoy what was provided, but painting was firm favourite, followed by drama, bricks and house-play. These children favour the creative rather than the manipulative, the three-dimensional rather than the two, and movement rather than seatwork. These groups of six-year-olds at play are transient and kaleidoscopic, fitting between the solitary play of the young child and the gangs of the Junior (now Middle) School.