Building integrated peer relationships in preschool classrooms: The potential of buddies

Hanish, Laura D.; Martin, Carol Lynn; Cook, Rachel; DeLay, Dawn; Lecheile, Bridget; Fabes, Richard A.; Goble, Priscilla; Bryce, Crystal I.

doi:10.1016/j.appdev.2021.101257

Cited by 25 publications

(18 citation statements)

References 74 publications

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“…Indeed, research demonstrates that gender-segregated friendships perpetuate gender stereotypes and biases (Fabes et al, 2013; Keener et al, 2013). Fortunately, research has also shown that interventions promote counterstereotypical or gender-integrated friendships among young children (Fabes et al, 2018; Hanish et al, 2021; Mulvey et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Desire to play with counterstereotypical peers is related to gender stereotypes and playmate experiences.

Sims¹,

Rizzo²,

Mulvey³

et al. 2022

Developmental Psychology

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This study investigated the role of children's gender stereotypes and peer playmate experiences in shaping their desire to play with peers who hold counterstereotypical preferences (e.g., a boy who likes dolls or a girl who likes trucks). Children (N = 95; 46 girls, 49 boys; 67% White, 18% Black, 8% Latinx, 4% Asian, 3% other; median household income = $US97,810) who were 4 to 8 years old (M = 6.11 years old, SD = 1.34) were interviewed about their gender stereotypes about toy preferences, how often they engage in counterstereotypical playmate experiences, and their desire to play with peers who hold counterstereotypical toy preferences. Children with less gender stereotype-consistent expectations reported more playmate experiences with children who played with toys that were gender counterstereotypical compared to children with more gender stereotype-consistent expectations. Additionally, children with less gender stereotype-consistent expectations reported a greater desire to play with peers who held counterstereotypical toy preferences compared to children with more gender stereotype-consistent expectations. Younger children's reported playmate experiences with peers who liked toys that were gender counterstereotypical and their desire to play with these peers were strongly related to their gender stereotypical expectations (and more so than for older children). Together, these findings indicate that children's gender stereotypes and peer playmate experiences are related to their desire to play with peers who hold counterstereotypical toy preferences, highlighting the importance of facilitating diverse friendships for promoting inclusive orientations in childhood.

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Section: Discussionmentioning

confidence: 99%

Desire to play with counterstereotypical peers is related to gender stereotypes and playmate experiences.

Sims¹,

Rizzo²,

Mulvey³

et al. 2022

Developmental Psychology

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“…The TPOT (Hemmeter et al, 2018), as well as the peer scaffolding items on the Adapted Teaching Style Rating Scale (Raver et al, 2012), are also useful examples of easily observed, specific indicators of social scaffolding strategies. These tools lend themselves to capturing teachers' support for inclusive peer interactions and egalitarian social network structures (Hanish et al, 2021), and thus for fostering peer relationships across children of different races and ethnicities. They hold the additional promise of identifying children for whom social scaffolding may be especially important due to their temperaments or poorly developed social skills relative to their peers, or for other reasons related to marginalization in the classroom (Phillips, 2016).…”

Section: Sca F Fol DI Ng Peer I N T Er Act Ionmentioning

confidence: 99%

“…ECE environments have long been portrayed as a crucible for social development insofar as they ask young children to negotiate peer relationships just as they are developing social skills. Ample evidence across diverse samples has demonstrated that this challenge cuts both ways: Children's peer experiences in ECE can promote prosocial development or can be threatening, leading to behavior problems and peer exclusion (Gunnar et al, 2011; Hanish et al, 2021). Despite this knowledge, little ECE research has heeded earlier calls to examine how teachers facilitate constructive peer interactions—including cross‐race interactions—in ECE (Fabes et al, 2003).…”

Section: Scaffolding Peer Interactionmentioning

confidence: 99%

Early care and education settings as contexts for socialization: New directions for quality assessment

Phillips

Johnson

Iruka

2022

Child Dev Perspectives

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In this article, we aim to chart a path for a new generation of early care and education (ECE) quality assessments that accurately and equitably capture key inputs to the social–emotional well‐being of the diverse population of young children in ECE classrooms in the United States. We zero in on four promising, socially supportive features of center‐based ECE settings that are actionable for research, policy, and practice: teachers' classroom behavior‐management strategies, their scaffolding of peer interactions, aspects of their own well‐being that shape their capacities to support children's social–emotional development, and indicators of bias‐free and culturally responsive ECE environments.

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“…For example, in a classic study, Serbin and colleagues found that when teachers acknowledged or reinforced girls and boys interacting together, these types of interactions increased over time (Serbin et al, 1977). Pairing OG students in "buddy" dyads or groups may also be effective in increasing OG interactions (Hanish et al, 2021).…”

Section: Recommendations For Teachersmentioning

confidence: 99%

Gender integration and elementary‐age students' classroom belongingness: The importance of other‐gender peers

Martin

Xiao

DeLay

et al. 2022

Psychology in the Schools

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Most US students attend coeducational classes, but to what extent do students feel integrated into the entire classroom of their peers, especially with other-gender (OG) peers? The major goal of this study was to investigate how variations in gender integration (GI), measured by students' expectancies about inclusion, efficacy, and social costs of interacting with OG peers, predicted school liking and classroom supportiveness over an academic year, using a short-term longitudinal design. We also explored how students' expectancies changed over the year. Participants included elementary school students (515 school-age children; 51% boys, Mage = 9.08 years, SD = 1.00; 3-5th grade; 26 classrooms). A two-wave latent change score model showed that changes over the year varied depending on the type of expectancy, grade, and gender, with decreases in inclusion and efficacy for boys. Longitudinal path analyses conducted to assess whether GI expectancies predicted school belongingness showed that students' levels of OG inclusion in the Fall uniquely predicted changes in levels of school liking and classroom community over the year, even with many controls in the model. The findings demonstrate that students' relationships with OG peers matter for having a sense of belonging in school, and educators should support and encourage these relationships.

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Building integrated peer relationships in preschool classrooms: The potential of buddies

Cited by 25 publications

References 74 publications

Desire to play with counterstereotypical peers is related to gender stereotypes and playmate experiences.

Desire to play with counterstereotypical peers is related to gender stereotypes and playmate experiences.

Early care and education settings as contexts for socialization: New directions for quality assessment

Gender integration and elementary‐age students' classroom belongingness: The importance of other‐gender peers

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