A sociometric approach to understanding characteristics of same- and other-gender friendships in young children

Chow, Jason C.; Broda, Michael; Granger, Kristen L.; Washington-Nortey, Melissa; Sayers, Robin; Dunn, Danielle

doi:10.1016/j.ecresq.2022.09.009

Cited by 5 publications

(2 citation statements)

References 51 publications

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“…We are currently at a juncture where research into social relations is sparking enormous interest [64]. Taking this into account-and the positive assessment made of the project-it is necessary to review the programme, promoting its strengths and improving on its weaknesses in order to bring us closer to achieving better prevention and reduction of peer rejection in early childhood, since this is the period in which social groups change most and in which peer rejection has not yet become chronic [13].…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of an Intervention Programme for Reducing Peer Rejection in Early Childhood Education

Molinero-González,

Martín-Antón,

Carbonero-Martín

et al. 2023

Children

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In the early years of schooling, peer groups are key to fostering students’ overall learning and development. Yet it has been found that around 10% of children suffer from peer rejection in the classroom, with this problem entailing negative consequences both in the short and long term. The problem proves difficult for adults to detect, which usually leads to a delay in measures being taken to intervene and prevent it. This study applies an experimental design with pre-test and post-test measurements in two groups—experimental and control—in order to address the problem of rejection in the early years of schooling. It explores aspects such as sociometric type, degree of victimisation, social and antisocial behaviour, as well as problematic situations among 637 students at six schools. We then implement an intervention programme for socioemotional competence throughout a school year in an effort to improve students’ social skills and relationships, focusing specifically on preventing and reducing the rejection experienced by some of these children. The programme comprises 35 teaching activities and strategies that promote the development of competences for student inclusion (curbing aggression, encouraging teamwork, fostering self-esteem, etc.) and that seek to involve all students, teachers, and relatives by offering an array of complementary resources that enrich the initiatives applied (a programme calendar, assessment notebook, questionnaires, related website, material resources). After the intervention programme, it was found that the experimental group had reduced the percentage of students who suffered rejection from 9.9% to 7.3%, although the same was not true of the control group, which went from 9.5% of rejected students to 10.2%. The reduction in the percentage of rejected students in the experimental group after the application of the programme is an encouraging result that invites us to continue working on more comprehensive interventions to prevent and reduce this phenomenon.

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of an Intervention Programme for Reducing Peer Rejection in Early Childhood Education

Molinero-González,

Martín-Antón,

Carbonero-Martín

et al. 2023

Children

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“…On its own, teachers’ emotional support for students predicts critical student outcomes including learning, competence, academic achievement, and motivation (O’Hare et al, 2020; Ruzek et al, 2016; Tennant et al, 2015; Wentzel et al, 2016), and is particularly important for improving the outcomes of students at risk of school failure (Hamre & Pianta, 2005). Relatedly, the emotional support teachers provide to students may serve as a buffer for children who enter school with lower early developmental skills such as oral language and challenging behavior (Chow et al, 2023; Chow & Wehby, 2018). In regard to instructional quality, teachers who provide high-quality instructional support provide scaffolding, create opportunities for conceptual development and offer appropriate questioning and feedback to their students (La Paro et al, 2004; Pianta et al, 2008).…”

Section: Classroom Quality and Student Outcomesmentioning

confidence: 99%

The Relation Between Classroom Adversity and Students’ Problem Behavior as a Function of Teachers’ Emotional Support

Granger,

Chow,

McLean

et al. 2024

Behavioral Disorders

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The purpose of this study was to examine the relation between teachers’ reports of classroom adversity, a measure of classroom hardship, and student problem behavior in a sample of students with or at risk of emotional/behavioral disorders. We also examined the extent to which this relation varied as a function of multiple domains of classroom quality. A series of multiple regression models, adjusting for the nesting of students within classrooms, were conducted. Models revealed a significant effect of the interaction between classroom adversity and classroom emotional support on teachers’ reports of student problem behaviors. This effect indicated that in low-adversity classrooms, teachers differed in their reports of students’ problem behaviors depending on their level of emotional support. In high-adversity classrooms, however, teachers’ reports of students’ problem behaviors were relatively similar regardless of their level of emotional support. Findings suggest classroom adversity is likely an important contextual factor to consider when examining student outcomes and that teacher emotional support may mitigate the influence of classroom adversity. We conclude with a discussion of the implications of this work for research and practice.

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A Scoping Review of Sex/Gender Differences in Social Communication Skills and Behaviors of Autistic Youth—Are Sex/Gender-Specific Interventions Needed?

de la Roche,

Kelley

2024

Rev J Autism Dev Disord

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A sociometric approach to understanding characteristics of same- and other-gender friendships in young children

Cited by 5 publications

References 51 publications

The Effectiveness of an Intervention Programme for Reducing Peer Rejection in Early Childhood Education

The Effectiveness of an Intervention Programme for Reducing Peer Rejection in Early Childhood Education

The Relation Between Classroom Adversity and Students’ Problem Behavior as a Function of Teachers’ Emotional Support

A Scoping Review of Sex/Gender Differences in Social Communication Skills and Behaviors of Autistic Youth—Are Sex/Gender-Specific Interventions Needed?

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