Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs

Jing, Chen; Justice, Laura M.; Rhoad‐Drogalis, Anna; Lin, Tzu‐Jung; Sawyer, Brook E.

doi:10.1111/cdev.13183

Cited by 32 publications

(34 citation statements)

References 65 publications

(91 reference statements)

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“…Comparatively, children, who are insiders of the networks, may perceive their peer interactions beyond the observable cues (e.g., level of trust), which can make their perceptions qualitatively different from the other informants (Pearl et al, 2007;Neal et al, 2011). Another methodological explanation is that the child-report network contains information about the directionality of peer interactions (e.g., who likes to play with a child the most), whereas both the teacher-and the researcher-report networks represented peer interactions between pairs of children without specifying the directionality (i.e., who initiated the interactions) based on the assessment approaches applied in the field (e.g., Martin and Fabes, 2001;Schaefer et al, 2010;Chen et al, 2018;Lin et al, 2019). Unsurprisingly, the level of congruency among child-, teacher-, and researcher-report networks generally decreased as certain binary network transformation approach was applied.…”

Section: Discussionmentioning

confidence: 99%

“…To test the validity of the three classroom social network measures, we associated these network measures with children’s school records of language ability, social and emotional development, and self-regulation ability, which have been shown in the literature positively related with the amount of play interactions preschoolers engage in classrooms (e.g., Mashburn et al, 2009 ; Justice et al, 2011 ; Ribeiro et al, 2017 ; Chen et al, 2018 ). To account for the small sample size, the 95% confidence intervals (CIs) of correlations coefficients were calculated using a bootstrap approach with 1,000 times of resampling.…”

Section: Methodsmentioning

confidence: 99%

“…For social ties assessed via a rating scale, researchers often have to arbitrarily choose a threshold to maintain the interpretability of the findings. For example, Chen et al (2017Chen et al ( , 2018 studied social networks in preschool classrooms assessed by a teacher rating scale ranging from 0 ("never play") to 4 ("always play"). They reported that 2 ("sometimes play") was chosen as the cutoff value for the binary transformation because it represented the grand mean frequency of interactions among children across classrooms.…”

Section: Network Analysis -Binary Transformation Approachesmentioning

confidence: 99%

“…Teacher report of classroom social network is another approach that became popular in recent preschool network studies (e.g., Lin et al, 2016 ; Chen et al, 2018 ). Teachers are asked to rate the extent to which each pair of children interact with each other on a typical school day based on their observations over the past few months.…”

Section: Introductionmentioning

confidence: 99%

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Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers

et al. 2020

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Classroom social networks are influential to young children’s cognitive, social–emotional, and language development, but assessment and analyses of social networks are complex. Findings have been mixed regarding whether different informants (teachers, children, researchers) are congruent in perceiving classroom social networks. There is also a lack of discussion about the roles of network transformation (converting value networks into binary networks), a required data step for widely used statistical network analyses. This study addressed these issues based on network data of 16 preschool children containing 240 potential dyadic interactions collected from teacher ratings, child nominations, and researcher observations across 44 observation cycles over four school days. Results showed that the three informants were congruent in perceiving the classroom social network, whereas the level of congruency between the teacher-report and the researcher-report networks was the highest. Binary transformation of social networks tended to decrease the level of congruency across informants, although the level of congruency tended to be higher when more stringent binary transformation thresholds were selected.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Network Analysis -Binary Transformation Approachesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers

et al. 2020

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“…For example, a study of US preschool children found that 80% showed preferences for same-gender play partners and 50-60% of children's peer interactions were with same gender peers (Martin & Fabes, 2001). Similarly, studies of preschool social networks in the U.S. and European countries consistently demonstrate that social relationships are more likely to exist between same-gender rather than opposite-gender peers (Barbu, 2003;Chen et al, 2019;Chen et al, 2020;Daniel et al, 2013;Daniel et al, 2016;DeLay et al, 2016;Martin et al, 2013;Neal et al, 2017).…”

Section: Preschool Social Network Formationmentioning

confidence: 99%

The Role of Full- and Half-Day Preschool Attendance in the Formation of Children’s Social Networks

Neal¹,

Brutzman²,

Durbin³

2021

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In the United States, the duration of children’s preschool attendance differs, with some children attending full-day preschool and some children attending half-day preschool. This difference provides uneven daily exposure to peers that may have implications for childhood social outcomes, including the formation of social networks over time. In this study, we examined the role of full and half day preschool attendance in children’s social network formation. Specifically, using stochastic actor-oriented modeling, we analyzed longitudinal social network data from an intensive observational study of 25 3-year-old and 28 4-year-old students’ social play relationships in two preschool classrooms over the course of an entire school year. Full-day preschool attendance had a negative effect on the formation of children’s social play relationships over time for 3-year-olds but not 4-year-olds. Specifically, 3-year-old children who attended full-day preschool were less likely than their half-day peers to be selected as playmates. We discuss potential developmental and contextual factors that might explain this finding as well as future directions for research.

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A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism

et al. 2021

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Children's preschool experiences have consequences for development. However, it is not clear how children's real‐time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real‐time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female; M = 50.14 months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end‐of‐year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real‐time language use and in the developing language abilities of children with ASD in inclusion classrooms. Lay Summary This study objectively measured associations between children's peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Children's centrality to social speech networks, regardless of ASD status, was associated with assessed language abilities.

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Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs

Cited by 32 publications

References 65 publications

Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers

Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers

The Role of Full- and Half-Day Preschool Attendance in the Formation of Children’s Social Networks

A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism

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