Friendship and Popularity in Preschool Classrooms

Walden, Tedra A.; Lemerise, Elizabeth A.; Smith, Maureen C.

doi:10.1207/s15566935eed1003_7

Cited by 37 publications

(26 citation statements)

References 25 publications

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“…The results of the present study corroborate and extend earlier findings (e.g., Denham et al, 1990;Nelson et al, 2005;Walden, Lemerise, & Smith, 1999) that positive prosocial interactions are related to popularity for preschoolaged children. Specifically, the most powerful discriminator-regardless of gender-between (a) rejected and neglected children and (b) popular children was a lack of positive interactional behavior.…”

Section: Resultssupporting

confidence: 91%

Sociometric Stability and the Behavioral Correlates of Peer Acceptance in Early Childhood

Walker

2009

The Journal of Genetic Psychology

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The author presents findings from an Australian study examining the behavioral correlates and stability of social status among preschool-aged children. Using sociometric assessment, the author determined the social status of an initial sample of 187 preschool-aged children (94 boys, 93 girls; M age = 62.4 months, SD age = 4.22 months). The author observed children (N = 70) who were classified as rejected, neglected, or popular. For a total of 25 min during a 3-month period, the author observed children engaging in free play in their preschool centers. Results indicate that children classified as popular were more likely to engage in cooperative play, engage in ongoing connected conversation, and display positive affect, compared with those classified as rejected or neglected. Popular children were less likely than rejected children or neglected children to engage in parallel play, onlooker behavior, or alone-directed behavior. To test for stability and change, the author repeated sociometric interviews 6 months after initial sociometric classification. Results indicate that preschool-aged children's social status classifications showed a moderate to high rate of stability for those children classified as popular, rejected, or neglected.

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Section: Resultssupporting

confidence: 91%

Sociometric Stability and the Behavioral Correlates of Peer Acceptance in Early Childhood

Walker

2009

The Journal of Genetic Psychology

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“…Emotional expressiveness, specifically infrequent expression of negative emotion, has also been linked to positive outcomes, such as peer status, prosocial behaviour and social skills Eisenberg et al, 1993;Garner & Estep, 2001;Walden, Lemerise, & Smith, 1999). Conversely, deficits in emotion-processing skills related to emotion expression have also been linked to aggression and behaviour problems in preschool (Arsenio & Lover, 1997;Denham & Burger, 1991;Miller & Olson, 2000).…”

Section: Facets Of Emotional Competence and Early Classroom Adjustmentmentioning

confidence: 99%

Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers

Miller

Fine

Gouley

et al. 2006

Cognition & Emotion

103

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In this study of low income preschoolers (N 0/ 60), we examined relations between three facets of emotional competence: emotion knowledge, level of negative emotion expression, and emotion regulation; and their associations with indicators of classroom adjustment. Emotion knowledge was positively related to positive emotion regulation but was not related to negative emotion expression or negative dysregulation. Negative emotion expression related to emotion regulation variables in expected directions. Negative emotion expression was associated with aggression and social skills after covarying verbal ability, age, and emotion knowledge. Negative dysregulation was related in expected directions to aggression, anxiety, and social skills after covarying verbal ability, age, emotion knowledge, and

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“…These developments occur at a relatively rapid pace; consequently, the way in which social interactions contribute to peer victimization may differ for preschoolers and kindergarteners, given that the latter are older, more mature, and are more sophisticated in their behaviors, emotions, and cognitions related to social interactions. Although 3-and 4-year-olds, like older children, form reciprocal friendships that are moderately stable across time and situation and differentiate their peers in terms of popularity (Walden, Lemerise & Smith, 1999), the nature and structure of these preschool peer relationships differ from those of kindergarteners in important ways. By the time children reach the age of 5 or 6 years, they are more likely to have reciprocal friends and to be members of small networks of peers, they engage in less solitary and more social play, and they spend more time with members of social and friendship networks (Rubin & Coplan, 1998;Strayer & Santos, 1996).…”

Section: Developmental Considerations In Young Children's Peer Victimmentioning

confidence: 99%

The Social Context of Young Children's Peer Victimization

et al. 2005

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The goal of this study was to investigate differences in the social context of peer victimization for preschoolers and kindergarteners. Data were collected from 168 children. For preschoolers, neither social acceptance nor friendships were significantly related to peer victimization. Instead, playing with peers and exposure to aggressive peers were associated with higher rates of peer victimization. For kindergarteners, exposure to aggressive peers also contributed to the risk for peer victimization, but being liked by peers and having friends were inversely related to victimization, thereby providing a buffering effect. The developmental implications of these findings are discussed.

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Friendship and Popularity in Preschool Classrooms

Cited by 37 publications

References 25 publications

Sociometric Stability and the Behavioral Correlates of Peer Acceptance in Early Childhood

Sociometric Stability and the Behavioral Correlates of Peer Acceptance in Early Childhood

Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers

The Social Context of Young Children's Peer Victimization

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