Social dynamics in the preschool

Martin, Carol Lynn; Fabes, Richard A.; Hanish, Laura D.; Hollenstein, Tom

doi:10.1016/j.dr.2005.10.001

Cited by 78 publications

(90 citation statements)

References 62 publications

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“…Although the tendency to seek out same-sex partners can both reinforce and shape developmental sex type behavior, preschool children do not choose random playmates from the available same sex partners. Behavioral homophily has been shown to also influence selection -preschoolers tend to be attracted to peers whose behavioral tendencies are similar to their own Martin et al, 2005;Pellegrini et al, 2007). However behavioral homophiles are often sex typed, making it difficult to distinguish both processes (Fabes et al, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…Appearing around three years of age sex segregation is probably the most noticeable feature of early peer relationships (Bohn-Gettler et al, 2010;Fabes et al, 2003;LaFreniere et al, 1984;Maccoby and Jacklin, 1987;Martin and Fabes, 2001;Martin et al, 2005;Pellegrini et al, 2007). Although the tendency to seek out same-sex partners can both reinforce and shape developmental sex type behavior, preschool children do not choose random playmates from the available same sex partners.…”

Section: Discussionmentioning

confidence: 99%

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Exponential random graph models of preschool affiliative networks

et al. 2013

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a b s t r a c tExponential random graph models were used to assess the relevance of reciprocity, popularity, transitivity controlling for effects based upon ego and alter sex, and sex homophily, on the formation of affiliative ties in 19 Portuguese preschool peer groups. The number of times two children were recorded as nearest neighbors in focal samples was used as an indicator of the relationship's strength. Independent parameter estimates of the different models (one for each group) were summarized, separately for the three age groups ("3-year-olds", "4-year-olds" and "5-year-olds") using a multi-level approach to meta-analysis. Results showed that affiliative ties between children were sex segregated, highly reciprocal, more likely to be directed to a restricted number of children and with a tendency to create transitive triads. The structural processes underlying the formation of affiliative ties were quite stable between classrooms.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Exponential random graph models of preschool affiliative networks

et al. 2013

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“…By plotting the visits to each potential state (e.g., how often the girl interacts with internalizing girls), it is possible to identify regions of attraction. For this girl, interacting with socially competent girls is an absorbing state and appears to be an attractor [Martin et al, 2005].…”

Section: State Space Gridsmentioning

confidence: 99%

“…For example, the number of regions in state space that are visited by the system has been used as a measure of variability [Dishion et al, 2004;Martin et al, 2005]. High variability indicates low stability or lack of a strong, absorbing state of behavior.…”

Section: State Space Gridsmentioning

confidence: 99%

Dynamical Analyses for Developmental Science: A Primer for Intrigued Scientists

et al. 2013

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Dynamical systems theory is becoming more popular in social and developmental science. However, unfamiliarity with dynamical analysis techniques remains an obstacle for developmentalists who would like to quantitatively apply dynamics in their own research. The goal of this article is to address this issue by clearly and simply presenting several analytical techniques for the study of dynamics. We placed emphasis on the use of dynamical analysis techniques for the examination of social and developmental phenomena. We present descriptions of five techniques, which include examples of how they have been or can be used in developmental research, with reference to seminal and approachable resources when appropriate.

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“…ability to cooperate and establish empathy) (Baumgartner & Strayer, 2008;Coplan & Armer, 2008;Denham et al, 2009;Martin et al, 2005;O'Connor, 2010;Rubin & Coplan, 2004). The critical aspects of social-emotional development throughout the preschool period include children's ability to build positive social ties with adults and their peers, understand other people's feelings, control their own feelings and behaviors, and regulate their feelings (Denham et al, 2003;Izard et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

The Role of Child’s Temperament Predictor on Preschool Social Competence

Yoleri¹

2014

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This research has been conducted to examine the predictor effects that children's temperament traits have on the social competence variable. In total of 112 preschool children (57 boys, 55 girls), and their mothers and teachers participated in the study. To collect data, the Social Competence and Behavior Evaluation scale, short form (SCBE-30) as well as the Short Temperament Scale for Children were completed by their mothers and teachers. According to the results, there is a significantly positive relationship between the level of social competence and the persistence and rhythmicity level of temperament traits. In other results there was found to be a significant positive relationship between the level of anger/aggression and the reactivity temperament trait. According to the results of the multiple regression analysis social competence also has a significant effect related to temperament traits.

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Social dynamics in the preschool

Cited by 78 publications

References 62 publications

Exponential random graph models of preschool affiliative networks

Exponential random graph models of preschool affiliative networks

Dynamical Analyses for Developmental Science: A Primer for Intrigued Scientists

The Role of Child’s Temperament Predictor on Preschool Social Competence

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