Children’s peer world during the transition to primary school – A case study of a Chinese australian child

Abstract

Research on the transition to primary school has predominantly emphasised children’s individual processes, leaving the collective dynamics of children’s peer worlds underexplored. This study addresses this gap by examining the peer world transformation of a Chinese Australian child, framed by Corsaro’s sociology of childhood, Bronfenbrenner’s ecological systems theory, and Vygotsky’s cultural-historical theory. The findings reveal that a child’s peer world comprises three major types of peer groups: formal peer groups created by adults (FPGA), informal peer groups initiated by children (IPGC), and informal peer groups formed by adults (IPGA). During the transition to school, the formation of each type, interactions within each type, and interactions between types demonstrate changing patterns. These patterns collectively reveal the mechanisms underlying the child’s peer world transformation. This study advances understanding of the peer world as a dynamic, multilayered system, offering insights for fostering supportive peer environments and enhancing practices to facilitate transitions to school.