Assessment of peer rejection and externalizing behavior problems in preschool boys: a short-term longitudinal study

We examined the longitudinal stability of measures of negative peer status and aggressive-disruptive behavior in preschool boys. Subjects were 53 white 4- to 5- year- old boys from low-income family backgrounds. Peer sociometric measures of rejection and behavioral deviance were assessed in the fall and spring of the preschool year. Complementary measures were also obtained from teachers at both assessment points. Half of the boys designated as rejected on the basis of peer nominations maintained this status at the end of the preschool year. Teachers and peers did not agree on their selections of socially rejected children, but had good agreement concerning the identification of children with externalizing-type behavior problems. Finally, teacher and peer classifications of aggressive-disruptive children were highly stable throughout the preschool year. These findings indicate that peer-rejected children can be identified at very young ages, and that preschoolers can be reliable informants about the social maladjustment of peers.We thank the Head Start children, parents and staff who participated, and Karen Lifgren for her help with data collection.     

Individual differences in preschool object play: The influences of anxiety proneness and peer affiliation

Individual differences in anxiety and peer affiliation were investigated as factors influencing variability of object play among preschoolers. Eighteen three-year-olds were divided into high- and low-anxious groups on the bases of separation anxiety and general anxiety scales. Their mature and immature object play, their peer affiliation, and their peer-watching behaviors were observed in preschools. Low-anxious children played more, showed more mature play, and watched peers less when they were alone; high-anxious children showed no play increases but watched peers more when alone. Separation anxiety scores predicted preschool differences more sensitively than general anxiety scores. It was theorized that separation anxiety related mechanisms hinder children's ability to fully profit from preschool experiences.     

Gender influences on preschool children's social problem-solving strategies

The authors investigated gender influences on the nature and competency of preschool children's social problem-solving strategies. Preschool-age children (N = 179; 91 boys, 88 girls) responded to hypothetical social situations designed to assess their social problem-solving skills in the areas of provocation, peer group entry, and sharing or taking turns. Results indicated that, overall, girls' responses were more competent (i.e., reflective of successful functioning with peers) than those of boys, and girls' strategies were less likely to involve retaliation or verbal or physical aggression. The competency of the children's responses also varied with the gender of the target child. Findings are discussed in terms of the influence of gender-related social experiences on the types of strategies and behaviors that may be viewed as competent for boys and girls of preschool age.     

The social behaviours of inhibited children in and out of preschool

The goal of the present study was to explore the social behaviours of inhibited children in familiar social contexts, including: (1) free play with peers at preschool and (2) social activities at home and in the community. The initial participants were N =248 preschool children between the ages of 42 and 66 months. From this initial data, two smaller groups of inhibited (N =12) and uninhibited comparison (N =12) children were identified. These children were observed during free play at preschool and parents completed daily logs of children's social activities outside of school. Among the findings, inhibited children were observed to display more reticent (on looking, unoccupied) and anxious behaviours during free play preschool than uninhibited children. As well, inhibited children participated less in structured social activities outside school and were more likely to engage in dyadic play at home with a single friend as compared to their uninhibited counterparts.     

Development of conduct problems and peer rejection in preschool children: A social systems analysis

The development of impulsive-aggressive problem behavior and peer rejection was examined in sixty 4- to 5-year-old boys from low-income family backgrounds. Children's sociometric status and behavioral adjustment were assessed longitudinally at the beginning and end of the preschool year, and related to measures of peer interaction at three different points in time. Boys identified as socially rejected and aggressive in the beginning of the year were highly likely to be identified as such at the end of the year. Early in the preschool year, these children contributed to their own rejection by initiating socially aversive exchanges with peers. Although peers clearly perceived these problems, they did not reciprocate with counteraggression at first. However, as time passed, peers began to actively victimize these children, and most of the aggression on the part of victims became reactive in nature. Thus, the current findings strongly support a transactional model of the development of early peer rejection and conduct problems.The author is indebted to the Head Start teachers, children, and parents who participated, and to the following individuals for their invaluable help with data collection and coding: Margo Bonner, Beth O'Connell, Cindy Friedman, Elizabeth Jamner, Karen Lifgren, Marina Post, Jacqueline Raznick, Lisa Walsh, and Karen Weitzner.     

Sociodramatic play: Social class effects in integrated preschool classrooms

In previous studies, social class differences in children's sociodramatic play were studied in socially homogeneous, segregated schools. However, social class differences in play behavior were attributed to the abilities or interests of the children rather than to the situation in which they were observed. In the present study, sociodramatic play was observed in middle and lower class children attending the same preschool classrooms. In accord with previous studies, middle class children engaged in a higher level of play than did lower class children. Analyses of individual play components indicated that although middle class children verbalized more frequently, the quality of the language used by the two groups did not differ. Age differences were also significant. With age, play roles became more socially coordinated, the duration of play episodes increased and language became more complex. But social class groups did not differ on these measures. The implications of these results for the developmental lag hypothesis, other explanations of social class differences and classroom strategies are discussed.     

Inhibited and aggressive preschool children at 23 years of age: personality and social transitions into adulthood

In a 19-year longitudinal study, the 15% most inhibited and the 15% most aggressive children at ages 4-6 years were followed up until age 23 years and were compared with controls who were below average in preschool inhibition or aggressiveness. As adults, inhibited boys and girls were judged as inhibited by their parents and showed a delay in establishing a first stable partnership and finding a first full-time job. However, only the upper 8% in terms of inhibition tended to show internalizing problems, including self-rated inhibition. Aggressive boys showed an externalizing personality profile in the parental and self-judgments, were educational and occupational underachievers, and showed a higher adult delinquency rate than the controls, even after sex and socioeconomic status were controlled. The results suggest delayed social transitions without internalizing problems for most male and female inhibited children and a significant long-term risk of an externalizing profile for aggressive children.     

Changing interactions between teachers and socially inhibited kindergarten children: An interpersonal approach

In a short-term longitudinal intervention study, it was investigated whether a short teacher training in interpersonal theory and the complementarity principle could be used to break negative interaction cycles between teachers and socially inhibited kindergartners. Sixty-five children and their 35 regular teachers were observed in a dyadic task setting, on three occasions. In the training, it was explained that teachers could elicit more initiative from children by being less dominant and more friendliness by being more affiliative. Independent observers rated teachers' and children's interactive behaviors in 5-second episodes. Teachers reported on children's social inhibition. Multilevel analyses showed that the training elicited a decrease in teacher control at follow-up. Unexpectedly, the training increased teachers' complementarity on the affiliation dimension, especially in interactions with highly inhibited children. Implications for theory and practice are discussed.     

Behavior problems and peer rejection in preschool boys and girls

The authors tested the hypothesis that deviant behaviors within a preschool peer group would be linked with peer rejection, irrespective of child gender. Seventy-six children, aged 3 to 5 years, participated. Teachers rated children's behavior on the Child Adaptive Behavior Inventory, and children provided sociometric ratings. For a subsample of children (n = 47), observers coded aggressive, noncompliant, and withdrawn behavior using a time-sampling system. For both boys and girls, noncompliance, hyperactivity, and social withdrawal were associated with peer rejection; overt aggression was associated with peer rejection for boys, but not for girls. Analysis revealed that approximately half of the variance in sociometric and teacher ratings of peer rejection was accounted for by aggression and social withdrawal for both boys and girls. The results suggest that the association between behavior problems and peer rejection emerges at a very early age.     

Adrenocortical reactivity and social competence in seven year-olds

We examined temporal changes in salivary cortisol in response to a peer self-presentation task in a group of seven year-olds, some of whom scored high, average, and low on the Harter, 1983 Perceived Social Competence Scale. Salivary cortisol was measured pre-task, and 20 and 35 min post-task. We found a significant relation between individual differences in perceived social competence and salivary cortisol reactivity in response to the task. Children who perceived themselves as socially competent exhibited a significantly greater decrease in salivary cortisol from 20 to 35 min following the task compared with children who self-reported a relatively lower degree of social competence. We speculate on the meaning of salivary cortisol changes in childrens socio-emotional development.     

Social functioning and adjustment in Canadian-born children with Chinese and European backgrounds

The purpose of the study was to examine social functioning and adjustment in peer context in Chinese Canadian and European Canadian children. A sample of elementary school children participated in the study. Data on social functioning, peer acceptance and rejection, and victimization were collected from peer assessments and sociometric nominations. The results indicated that Chinese Canadian children were viewed by peers as less aggressive-disruptive than European Canadian children. Chinese Canadian girls, but not boys, were more shy-sensitive than their European Canadian counterparts. Sociability was associated with peer acceptance, whereas aggression was associated with peer rejection and victimization. Shyness was associated with peer relationship difficulties more evidently in European Canadian children than in Chinese Canadian children. These results indicate the relevance of ethnic background to children's peer social experiences.     

Parents’ observed responses to children’s emotional distress: Relations with social competence in preschool

Although affective interactions in the family are important for development, home observational data are sparse. We replicated and extended one such study, Roberts & Strayer (1987, Developmental Psychology, 23, 415). Interactions in 33 two-parent families (mean child age = 4.8 years; 48% girls) were observed for four evenings, from suppertime until the child settled for the night. Parents completed the Child Rearing Practices Q-sort. Peer interactions and friendship networks in preschool were observed over four days. Teachers and observers completed the Preschool Behavior Q-Sort. Based on Q-rated peer competence and aggression, three expected groups of children were identified, one of them high on both aggression and peer competence. Although socially active and accepted by peers, they were, compared with other children, less cooperative with adults, less prosocial with peers, more impulsive, less achievement oriented, less purposive, and less happy (mean η² = .52). Parenting, especially observed impatience, threats, and use of force when children were emotionally distressed, showed important differences across groups.     

Caregiving representations of mothers of behaviorally inhibited and uninhibited preschool children

This study examined differences in the caregiving representations of mothers of 3- to 4-year-old behaviorally inhibited and uninhibited children with secure or insecure attachments. Mothers of inhibited children perceived their children as more vulnerable than did mothers of uninhibited children, and they acknowledged difficulties associated with their children's inhibited temperament. However, mothers of insecure inhibited children were less likely than mothers of secure inhibited children to validate their children's emotional experiences and to be aware of their children's internal states and perspectives, and they showed higher levels of boundary violation and defense against negative affect. Implications of the more problematic caregiving representations of mothers of insecure inhibited children for parent-child relationships are discussed.     

A comparative analysis of the effects of social skill training and teacher-directed contingencies on social behavior of preschool children with disabilities

This study investigated the effects of an analog social skill training program and a teacher-directed contingency strategy on promoting social responding among four preschool children with mild disabilities and their peers. The social skill training program consisted of five lessons targeting the skill areas: Initiating, responding, and maintaining social interactions. The teacher directed contingency consisted of prompting target children when they were not socially involved with peers, and providing verbal praise when they were socially involved with peers. Subjects were divided into two training pairs and received both interventions in a reversal design. Presentation order was counterbalanced across the two training pairs. Results indicated that the teacher directed contingency was more effective in promoting higher levels of social responding in a free-play setting. Results also suggest that social skill training may not always be a necessary prerequisite to promote increased social interactions among children who display low rates of social interaction with peers, but possess necessary skills.     

A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children

This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered analysis of 207 Hispanic American preschoolers (ages 4 and 5 years) yielded 6 distinct profiles, 2 of which were socially competent and 1 of which was vulnerable. Findings revealed profile differences in social competence and a significant relationship between bilingualism and social-emotional development. In Study 2, the authors determined which profiles were associated with later academic achievement and growth of English proficiency. Findings indicated a significant relationship of early social-emotional development to later academic success and English acquisition, highlighting the role of bilingualism.     

Reminiscing and recounting in the preschool years

Talk about past events can be classified as either reminiscing (discussing shared experiences) or recounting (discussing unshared experiences). Reminiscing may have more of a social memory function whereas recounting may also be informational. This research focused on the form of mother–child reminiscing and recounting during the preschool years. Twenty 40‐month‐old and 20 58‐month‐old children reminisced and recounted past events with their mothers. Results showed that mothers who provided more memory information during reminiscing and requested more memory information during recounting had children who reported more unique information about the events. Regardless of maternal conversational style, however, children reported more unique memory information during recounting than reminiscing. We discuss these results in terms of the importance of both forms of remembering for autobiographical memory development. Copyright © 2000 John Wiley & Sons, Ltd.     

依恋回避与学前儿童孤独感的关系：同伴拒绝的中介作用和师幼关系的调节作用

为了探讨学前儿童依恋回避对其孤独感的影响,以及同伴拒绝和师幼关系在其中的作用,研究采用问卷法和同伴提名法对193名学前儿童进行为期一年的追踪调查。结果表明：（1）依恋回避、同伴拒绝和孤独感之间两两显著正相关;（2）同伴拒绝在依恋回避和孤独感之间起中介作用;（3）师幼冲突调节了依恋回避通过同伴拒绝影响孤独感中介作用的前半路径。相对于师幼冲突程度较低的幼儿,高师幼冲突幼儿的依恋回避更容易导致高同伴拒绝进而体验较高的孤独感。     

Modification of preschool sex-typed behaviors by participation in adult-structured activities

Earlier studies have shown the girls spend more time than boys in activities that are highly structured by adults. Structured activities may encourage feminine sex-typed behaviors such as compliance to adults; low-structure activities may encourage masculine sex-typed behaviors such as independence and assertiveness. In the present study the effects of high or low levels of adult structuring on children's social behavior during preschool free-play activities were tested in a field experiment carried out during an entire semester in one preschool classroom. For the first 15 minutes of free play, children were assigned to high- or low-structure activities. As predicted, when children were in high-structure activities, they exhibited high rates of bids for recognition and compliance to adults; in low-structure activities, they exhibited peer-directed leadership, bids for recognition, and compliance. There were no generalized effects of these treatments on their subsequent free choice of activities or social behavior. The study demonstrates powerful effects of naturally occurring variations in children's play activities on sex-typed social behaviors.     

Play behaviors of handicapped preschool children in the presence and absence of nonhandicapped peers

Sixteen minimally handicapped children and 18 nonhandicapped children were observed playing as separate classes and as a combined group on their preschool playground. Play behaviors directed toward self, toys, teachers, and peers were recorded using a time sampling procedure. Repeated measures analyses revealed that: (1) handicapped children engaged in less peer-directed and more teacher-directed behaviors than the similar chronological age but developmentally more advanced normal children; (2) a comparison between a subsample of normal and handicapped children who were approximately equivalent on developmental age suggested that the normal children only vocalized more often; (3) when integrated with the normal children, handicapped children engaged in more peer-directed and less teacher-directed behaviors than when playing in the non-integrated situation; (4) during the combined group play situation, normal children directed more behaviors to their own classmates while handicapped children directed approximately equal amounts of behavior to their own classmates and to their normal peers. These results suggest that the normal children were not negatively affected and the handicapped children were positively affected by the integrated play situation.     

Gender Influences on Preschool Children's Social Problem-Solving Strategies

The authors investigated gender influences on the nature and competency of preschool children's social problem-solving strategies. Preschool-age children (N = 179; 91 boys, 88 girls) responded to hypothetical social situations designed to assess their social problem-solving skills in the areas of provocation, peer group entry, and sharing or taking turns. Results indicated that, overall, girls' responses were more competent (i.e., reflective of successful functioning with peers) than those of boys, and girls' strategies were less likely to involve retaliation or verbal or physical aggression. The competency of the children's responses also varied with the gender of the target child. Findings are discussed in terms of the influence of gender-related social experiences on the types of strategies and behaviors that may be viewed as competent for boys and girls of preschool age.