Article1988

Predicting Preschoolers' Peer Status from Their Playground Behaviors

Gary W. Ladd · Joseph M. Price · Craig H. Hart

192 citations0/0 files storedChild Development

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Child and Adolescent Psychosocial and Emotional Development Early Childhood Education and Development Bullying, Victimization, and Aggression

Abstract

The purpose of this study was to investigate the relation between preschoolers' peer behavior and status over a school year by exploring whether early behaviors predicted changes in peer status or vice versa. Children's playground behaviors and peer status were assessed at 3 times during the school year (fall, winter, and spring). Analysis of the behavioral antecedents of status produced some findings that were consistent with those reported for grade school samples. Higher levels of cooperative play at the outset of the school year predicted gains in peer acceptance by the end of the year. Arguing forecasted increases in peer rejection at both the middle and end of the school year. In contrast, early peer status was not found to be predictive of changes in preschoolers' later social or nonsocial behavior. These findings are interpreted in light of past research on children's peer behavior and status.

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References

1987Peer relations and later personal adjustment: Are low-accepted children at risk?1982Dimensions and types of social status: A cross-age perspective.1983Behavioral Antecedents of Peer Social Status 1983A Behavioral Analysis of Emerging Social Status in Boys' Groups 1979A reliable sociometric measure for preschool children.1975Social Interaction, Social Competence, and Friendship in Children 1967PEER REINFORCEMENT AND SOCIOMETRIC STATUS 1983Social networks of popular, average, and rejected children in school settings.

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