Do Peers Matter? Peer Effects on Young Children's Vocabulary Gains in German Classrooms

Autor/inn/en	Kohl, Katharina; Bihler, Lilly-Marlen; Agache, Alexandru; Leyendecker, Birgit; Willard, Jessica A.
Titel	Do Peers Matter? Peer Effects on Young Children's Vocabulary Gains in German Classrooms
Quelle	In: Journal of Educational Psychology, 114 (2022) 1, S.161-176 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kohl, Katharina) ORCID (Bihler, Lilly-Marlen) ORCID (Agache, Alexandru) ORCID (Leyendecker, Birgit) ORCID (Willard, Jessica A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000522
Schlagwörter	Peer Influence; Vocabulary Development; Correlation; Preschool Children; Early Childhood Education; Child Care; Receptive Language; German; Vocabulary Skills; Language Acquisition; Foreign Countries; Verbal Ability; Intelligence Tests; Classroom Environment; Family Characteristics; Student Characteristics; Germany; Peabody Picture Vocabulary Test; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Rezeptive Kommunikationsfähigkeit; Deutscher; Aktiver Wortschatz; Sprachaneignung; Spracherwerb; Ausland; Mündliche Leistung; Intelligence test; Intelligenztest; Klassenklima; Unterrichtsklima; Deutschland
Abstract	Children in early childhood education and care (ECEC) spend a considerable amount of time interacting with their peers. However, open questions remain on whether and how children influence their peers' language development. The present study examined effects of peers' German receptive vocabulary (n = 1,871) on individual children's (n = 431) receptive vocabulary gains. Target children were between 30 and 48 months old at the beginning of the study. Findings revealed no links between peers' vocabulary skills and individual children's vocabulary gains, neither for all children nor depending on children's prior vocabulary skills. However, for children with lower prior skills, there was a negative association between the percentage of dual language learners in the classroom and children's vocabulary gains. This link was not attributable to peers' vocabulary skills. A number of possible mediators and moderators for peer effects were examined but none of them proved to be significant. In sum, these (null-) findings inform future research on compositional and peer effects as well as their underlying processes. Moreover, they have important practical implications for policymakers and ECEC professionals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01