Children's understanding of, and feelings about, countries and national groups

This chapter reviews current knowledge about the development of children's understanding of, and feelings about, countries and national groups. The emphasis of this review will be upon empirical ®ndings rather than theoretical explanations, mainly because existing research on this topic has failed to provide support for any of the available theories. The underlying argument will be that it is necessary to adopt a more inclusive and multilayered theoretical framework than has been proposed hitherto, if the goal is to formulate an empirically adequate theoretical account of children's development in this domain.