Who preschoolers choose to interact with most frequently can have a significant impact on their development of social and emotional skills, and emergent language and literacy skills (Barnett et al., 2008). Previous research in urban and suburban settings has suggested that preschoolers choose playmates based on shared characteristics, such as gender and similar social behaviors (Fabes, Hanish, & Martin, 2003). This study asks, “Do rural preschoolers interact most often with peers who share similar characteristics or skills, such as learning-related behaviors, and language and literacy skills?”
Authors: Tzu-Jung Lin, Assistant Professor, The Ohio State University; Laura M. Justice, Executive Director, SFCCCEC; Narmada Paul, Ph.D. Candidate; Andrew J. Mashburn, Associate Professor, Portland State University
Original Citation: Lin, T.-J., Justice, L.M., Paul, N., Mashburn, A.J. (2016). Peer interaction in rural preschool classrooms: Contributions of children’s learning-related behaviors, language and literacy skills, and problem behaviors. Early Childhood Research Quarterly, 37, 106-117. http://dx.doi.org/10.1016/j.ecresq.2016.04.001
Background: Who preschoolers choose to interact with most frequently can have a significant impact on their development of social and emotional skills, and emergent language and literacy skills (Barnett et al., 2008). Previous research in urban and suburban settings has suggested that preschoolers choose playmates based on shared characteristics, such as gender and similar social behaviors (Fabes, Hanish, & Martin, 2003). This study asks, “Do rural preschoolers interact most often with peers who share similar characteristics or skills, such as learning-related behaviors, and language and literacy skills?”
Sample: In total, 270 preschool children participated in this study. Children were enrolled in 61 preschool classrooms located in rural Appalachia. Most of the children (90%) were white, and almost one-half were from households whose total income per year was less than $20,000. Teachers rated how often children in the study interacted with one another. Children were also assessed on their: 1) learning-related behaviors, including their interest in learning, ability to maintain attention, emotional control when facing challenges, and willingness to collaborate and ask for help; 2) language and literacy skills, including their vocabulary, ability to manipulate sounds in syllables and words, and ability to identify print concepts, name letters, and associate sounds with letters; and 3) problematic social behaviors, including aggressive, disruptive and defiant behaviors, and loneliness, anxiety, and depression.
Results:
- Rural preschoolers who had more positive learning-related behaviors and lower levels of loneliness, anxiety, and depression tended to interact more often with their peers.
- Rural preschoolers preferred to interact with peers of the same gender, and peers who had similar learning-related behaviors, language and literacy skills, and problematic social behaviors.
- Finally, better learning-related behaviors can lower the negative influence of problematic social behaviors on children’s interaction with their peers.
Discussion: This study suggests that rural preschoolers choose to interact with peers based on shared characteristics or preacademic skills. Thus, it may be important for early childhood educators to incorporate peer-mediated activities in the classroom in which children can interact with and learn from peers who display positive language and literacy skills, social behaviors, and learning-related behaviors. For example, educators can offer small group, problem-solving activities that promote positive learning-related behaviors, such as asking for help and coping with emotions when confronted with challenges (Ramani et al., 2014). Overall, this study points to the need for further research on how preschoolers’ peer interactions change over time and how these interactions continue to influence children’s learning and academic success.
References: Barnett, W.S., Jung, K., Yarosz, D.J., Thomas, J., Hornbeck, A., Stechuk, R., et al. (2008). Educational effects of the tools of the mind curriculum: a randomized trial. Early Childhood Research Quarterly, 23(3), 299-313. http://dx.doi.org/10.1016/j.ecresq.2008.03.001
Fabes, R.a., Hanish, L.D., & Martin, C.L. (2003). Children at play: the role of peers in understanding the effects of child care. Child Development, 74(4), 1039-1043. http://dx.doi.org/10.1111/1467-8624.00586