Article2009

Peer Effects on Children’s Language Achievement During Pre-Kindergarten

Andrew J. Mashburn · Laura Marie Justice · Jason Troy Downer · Robert C. Pianta

311 citations0/0 files storedChild Development

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Early Childhood Education and Development Language Development and Disorders Child and Animal Learning Development

Abstract

This study examined associations between peers' expressive language abilities and children's development of receptive and expressive language among 1,812 four-year olds enrolled in 453 classrooms in 11 states that provide large-scale public pre-kindergarten (pre-k) programs. Higher peer expressive language abilities were positively associated with children's development of receptive and expressive language during pre-k. The positive association between peers' expressive language abilities and children's receptive language development was stronger for children who began pre-k with higher receptive language skills and within classrooms characterized by better classroom management. Implications of these findings for understanding ecological inputs to children's language development and for designing effective pre-k programs are discussed.

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References

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Cited by

2013Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation 2011Peer Effects in Preschool Classrooms: Is Children’s Language Growth Associated With Their Classmates’ Skills?2016A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and Child Outcomes 2009Teachers’ Use of Scaffolding Strategies During Read Alouds in the Preschool Classroom 2012

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