CRANE RESEARCH FORUM RECAP: Classroom social networks in early childhood education

November 2020
written by Janelle Williamson

Crane’s November research forum hosted Dr. Tzu-Jung Lin, associate professor in the Department of Educational Studies and Crane Center Faculty Fellow. Dr. Lin shared findings from multiple studies that investigate classroom social networks, which are defined as children’s social connections with peers in the classroom.

Understanding young children’s social networks is important because research shows that both friendship and aggressive relationships (bullying) begin at a young age, and that early social experiences are vital to children’s social and academic development. These studies used a variety of methods including asking children to nominate their friends and describe who victimizes them, asking teachers’ perspectives on children’s relationships, and even having children and teachers wear GoPro cameras to examine interactions.

Key Highlights:

  • Between 52%-58% of preschool children surveyed state that they have at least one best friend in their class. This percentage generally rises as children grow up (75% of 1st graders surveyed stated they have at least one best friend).
  • About 30% of preschool and kindergarten children surveyed self-report peer victimization – being hit, picked on, hearing mean things said to them, or being talked about behind their back. This percentage seems to decrease as children grow up (9%-12% of 1st graders reported peer victimization).
  • Children form social networks with other children similar to them (known as homophily, or “birds of a feather flock together”). Children tend to play with other children of the same gender. Children with problem behaviors also tend to play together.
  • Homophily also occurs in early childhood special education (ECSE) inclusive classrooms. Children with disabilities in these classrooms tend to interact together, while their typically developing peers interact amongst themselves. This can lead to segregated classroom social networks.
  • Children with disabilities who had pragmatic language skills increased the probability for them to interact with their typically developing peers. This may demonstrate that helping children learn language skills can foster more inclusive or equitable social networks.
  • Teachers tend to view their classrooms’ interactions differently than children do. Teachers’ sensitivity to children’s perspectives can help them enact social practices more effectively in the classroom.

Crane Center Research Forums are held monthly throughout the university-calendar year, and feature researchers from across the university and Ohio who share their research and its impact on children and families. See upcoming events here.