Early Peer Relations in Typical Development

Bauminger‐Zviely, Nirit; Eytan, Dganit; Hoshmand, Sagit; Ben–Shlomo, Ofira Rajwan

doi:10.1007/978-3-030-79080-6_1

Cited by 1 publication

(1 citation statement)

References 25 publications

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“…As the children in our study were relatively young, perhaps their interactions with their families were more relevant. Some authors claim that child-adult interactions differ from peer interactions in that adults can facilitate problem-solving exchanges and collaborative social settings more effectively than children of the same age (Bauminger-Zviely et al, 2021). Although, as the authors argue, the relative difficulty of navigating the peer context provides valuable opportunities to develop social-cognitive skills (Bauminger-Zviely et al, 2021;Fabes et al, 2006;Zerwas et al, 2004), it is possible that this effect increases with age and was not strong enough to detect in our sample.…”

Section: Change Over Time In Children's Tom Emotion Understanding And...mentioning

confidence: 72%

Longitudinal associations between preschool children’s theory of mind, emotion understanding, and positive peer relationships

Johansen,

Óturai,

Jaggy

et al. 2024

International Journal of Behavioral Development

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The positive links between children’s theory of mind (ToM), emotion understanding, and positive peer relationships are well established. However, the existing literature lacks comprehensive studies investigating the longitudinal interplay between these components in preschool-aged children. This study aimed to fill this gap by examining the concurrent and longitudinal associations between young children’s social cognition and their positive peer relationships at three different time points over the course of 7 months. A sample of 211 preschool children (age in months: MT1 = 43.2, SDT1 = 6.6) underwent standardized assessments evaluating their ToM and emotion understanding, while playgroup educators reported on children’s positive peer relationships. Using multivariate latent growth modeling, we expected to find that higher levels of ToM and emotion understanding would be associated with a greater rate of change in positive peer relationships and that higher levels of positive peer relationships would be associated with a higher rate of change in ToM and emotion understanding. Contrary to our expectations, the results did not support the anticipated longitudinal associations. Nevertheless, a noteworthy correlation emerged between children’s emotion understanding and positive peer relationships at T1, in line with previous research and social-constructivist theories.

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