Peer Effects on Head Start Children's Preschool Competency

Autor/inn/en	DeLay, Dawn; Hanish, Laura D.; Martin, Carol Lynn; Fabes, Richard A.
Titel	Peer Effects on Head Start Children's Preschool Competency
Quelle	In: Developmental Psychology, 52 (2016) 1, S.58-70 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000066
Schlagwörter	Peer Influence; Early Intervention; Disadvantaged Youth; Young Children; Preschool Education; Competence; Peer Relationship; Interaction; Observation; Social Networks; Student Characteristics; Family Characteristics; Longitudinal Studies; Coding; Student Behavior; Statistical Analysis; Factor Analysis; Verbal Ability; Intelligence Tests; Vocabulary; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Frühe Kindheit; Pre-school education; Vorschulerziehung; Kompetenz; Peer-Beziehungen; Interaktion; Beobachtung; Social network; Soziales Netzwerk; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Codierung; Programmierung; Student behaviour; Schülerverhalten; Statistische Analyse; Faktorenanalyse; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz
Abstract	The goals of this study were to investigate whether young children attending Head Start (N = 292; M[subscript age] = 4.3 years) selected peers based on their preschool competency and whether children's levels of preschool competency were influenced by their peers' levels of preschool competency. Children's peer interaction partners were intensively observed several times a week over 1 academic year. Social network analyses revealed that children selected peer interaction partners with similar levels of preschool competency and were influenced over time by their partners' levels of preschool competency. These effects held even after controlling for several child (e.g., sex and language) and family factors (e.g., financial strain and parent education). Implications for promoting preschool competency among Head Start children are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01