The Breadth of Peer Relationships among Preschoolers: An Application of the Q-Connectivity Method to Externalizing Behavior

Autor/inn/en	Hanish, Laura D.; Martin, Carol Lynn; Fabes, Richard A.; Barcelo, Helene
Titel	The Breadth of Peer Relationships among Preschoolers: An Application of the Q-Connectivity Method to Externalizing Behavior
Quelle	In: Child Development, 79 (2008) 4, S.1119-1136 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2008.01179.x
Schlagwörter	Parent Child Relationship; Peer Relationship; Preschool Children; Child Behavior; Interaction; Age Differences; Gender Differences; Classroom Environment; Social Influences; Student Behavior; Social Networks + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interaktion; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Klassenklima; Unterrichtsklima; Sozialer Einfluss; Student behaviour; Schülerverhalten; Social network; Soziales Netzwerk
Abstract	Preschoolers' (M[subscript age]=48.7 months) social breadth (the number of peer children interact with and the frequency of these interactions) and the relations between breadth and externalizing behaviors were examined using the Q-connectivity method. After considering age, sex, and classroom effects on social breadth, children's externalizing behaviors were studied in relation to levels of social breadth across variations in frequency of exposure to peers and to patterns of decline in social breadth. Externalizing preschoolers occasionally interacted with most of their classmates. However, their individual peer networks moderately to rapidly became selective, and they engaged in repeated interactions with a relatively small number of peers. Although there were no sex effects, significant age and classroom effects were obtained. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10