The initial social encounters of high and low social effectiveness school-aged children.

The initial social encounters of 30 pairs of unacquainted high/high, high/low, and low/low popularity status third- and fourth-grade boys and girls were observed in an analogue free-play setting. Pairwise comparisons revealed that the dyads did not differ according to pairing on the exchange of global play information. The low/low popularity dyads, as compared to the high/high and the high/low popularity dyads, exchanged significantly less personal information as indexed by both the patterns and the content of personal information exchange. Analyses revealed no differences between the high/high and high/low dyads on the patterns and content of personal information exchange. However, as compared to the high/high dyads, the high/low dyads and the low/low dyads were less likely to evidence a pattern of initial steps in their social encounters that began with greeting and introduction and that was followed by the exchange of play information. The observations of the high/high dyads were considered as a model for developing social skills training programs designed to facilitate acquaintanceship development, and the need for further research on the processes underlying peer pairing and the components of social skillfulness was discussed.