The pattern of findings suggests that the processes implicated in Dodge's work with older children may begin earlier than previously thought, with a focus on emotions.

No abstract

Emotional competence is a contributor to young children’s social success. This study focused on these contributions from a relational perspective. The emotional expressions, and reactions to others’ emotional expressions, of 145 predominately Caucasian/middle income 3- and 4-year-olds were observed in their classrooms during unstructured play. Participants’ and playmates’ emotions and emotional responsiveness were classified into positive and negative playgroup types. Participants’ social competence was measured using peers, teachers, and parents as informants. Results indicate that preschoolers in playgroups characterised by anger and negative emotional responsiveness are evaluated as lacking in social competence up to a year later. Additionally, security of attachment and externalising temperament predicted membership in such playgroups. These effects held true more often for boys.

No abstract

Researchers have reported a significant relationship between peer relations and school adjustment in same-age classrooms, but little is known about the contribution of peer relations to school adjustment in mixed-age classrooms. The present study investigated the contributions of peer acceptance, friendship, social status, and age relative to mixed-age classmates to children's attitudes toward school and to achievement in ungraded primary. Children's attitudes toward school were positively related to composite achievement scores. Achievement was predicted from demographic variables, children's attitudes, peer acceptance, and friendship status. With the effects of gender and race controlled, differences in school adjustment were related to both children's social status and whether they had friends.