Continuity in Children’s Relations with Peers

Abstract

Social competence with peers of 55 (27 girls) children was examined from ages one to nine. In the toddler and preschool periods, social competence with peers was observed and rated by independent observers and rated by teachers. Teachers reported on children’s social competence with peers at age nine. Children who engaged in more complex play with peers as toddlers were more prosocial, engaged in complex play, were less withdrawn as preschoolers, and were less aggressive and withdrawn as nine‐year‐olds. Children who were more aggressive and withdrawn as preschoolers were more aggressive as nine‐year‐olds.

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