Peer Relationships Across the Preschool to School Transition

Quinn, Mary Ellen; Hennessy, Eilis

doi:10.1080/10409280903329013

Cited by 26 publications

(16 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although children's social skills markedly increase during the years in question (Berger, 2011;Matthews, Deary, & Ehiteman, 2009), they may superficially be expected to protect older children against depression. Moreover, as children become increasingly autonomous from their parents and place increasing importance on peer groups from preschool to first grade (Buysse, Goldman, West, & Hollingsworth, 2008;Quinn & Hennessy, 2010), social skills may constitute a more important protective factor against depression in first grade than in preschool, thus rendering a larger proportion of first-grade children vulnerable to depression. This vulnerability may be especially important because school-age children are expected to face increasing social demands by forming new peer and teacher relationships, both of which have been found to predict emotional problems (Arbeau, Coplan, & Weeks, 2010;Hamre & Pianta, 2005;Hay, Payne, & Chadwick, 2004).…”

Section: Child Factorsmentioning

confidence: 99%

Predictors of change in depressive symptoms from preschool to first grade

et al. 2015

View full text Add to dashboard Cite

Children's depressive symptoms in the transition from preschool to school are rarely investigated. We therefore tested whether children's temperament (effortful control and negative affect), social skills, child psychopathology, environmental stressors (life events), parental accuracy of predicting their child's emotion understanding (parental accuracy), parental emotional availability, and parental depression predict changes in depressive symptoms from preschool to first grade. Parents of a community sample of 995 4-year-olds were interviewed using the Preschool Age Psychiatric Assessment. The children and parents were reassessed when the children started first grade (n = 795). The results showed that DSM-5 defined depressive symptoms increased. Child temperamental negative affect and parental depression predicted increased, whereas social skills predicted decreased, depressive symptoms. However, such social skills were only protective among children with low and medium effortful control. Further, high parental accuracy proved protective among children with low effortful control and high negative affect. Thus, interventions that treat parental depression may be important for young children. Children with low effortful control and high negative affect may especially benefit from having parents who accurately perceive their emotional understanding. Efforts to enhance social skills may prove particularly important for children with low or medium effortful control.

show abstract

Section: Child Factorsmentioning

confidence: 99%

Predictors of change in depressive symptoms from preschool to first grade

et al. 2015

View full text Add to dashboard Cite

show abstract

“…When the ttest results of the regression coefficients were analyzed, it was understood that emotion ınderstanding only significantly predicted the social competence subdimension that measures the positive characteristics of children in the SCBE-30 while looking for solutions to their cooperation and disputes. Research shows that peer relations and social interactions are important in the preschool period and have an effect on adolescence and adulthood, and children who have a conflict with their peers and who are rejected will face risks in other areas of development (Santrock, 2001;Quinn & Hennesy, 2010). Disputes and conflicts are part of life in the world of adults, and young children are part of their lives in school and social life (Chen, Killen, Fein, & Tam, 2001).…”

Section: Findings Discussion and Resultsmentioning

confidence: 99%

Okul Öncesi Dönemde Duygu Anlamanın Sosyal Yetkinlik ve Davranış Üzerindeki Yordayıcı Etkisinin İncelenmesi

Kılıç

Ağaoğlu²

2019

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

The purpose of this study is to examine the predictive effect of preschooler's emotion understanding on social competence and internalized and externalized behaviors. A total of 95 children, 42 boys and 53 girls, attended the preschools in Üsküdar district of Istanbul Province. The Affect Knowledge Test and Social Competence and Behavior Evaluation Scale were used in the study. The analysis of the data was performed using multivariate multiple regression analysis. When the results of the t-test on the significance of the regression coefficients obtained as the result of the analysis are examined, it can be concluded that emotion understanding predicted the social competence such as seeking solutions to cooperation and disagreements that children have with their peers, it was also understood that emotion understanding did not predict the angeraggression and anxiety-withdrawal subscales of Social Competence and Behavior Evaluation Scale.

show abstract

“…Friendship is considered as the most important source of peer support, which provides children with a context for skill acquisition and development and helps children to validate their shared beliefs and identifies ( Ladd et al, 1996 ; Gifford-Smith and Brownell, 2003 ). Further, compared to unilateral friendships (i.e., one child identifies the other as a friend but not vice versa), reciprocal friendships (i.e., children mutually identify each other as friends) tend to have higher quality, are more stable, and, therefore provide greater peer support (e.g., Quinn and Hennessy, 2010 ). Classroom reputation of peer victimization reflects the consensus among all classmates about the extent of harassment one experiences from peers.…”

Section: Introductionmentioning

confidence: 99%

Influences of Teacher–Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences During Early School Years

et al. 2020

View full text Add to dashboard Cite

Interactions with teachers and peers are critical for children's social, behavioral, and academic development in the classroom context. However, these two types of interpersonal interactions in the classroom are usually pursued via separate lines of inquiries. The current study bridges these two areas of research to examine the way in which teachers influence child-perceived peer social support and peer victimization for 2,678 children within 183 classrooms in preschool through grade three. Two levels of teacher influence are considered, namely teacher-child closeness and conflict relationships at the child-level, and teacher management of interpersonal interactions at the classroom-level. Results of multilevel regression models showed that teacherchild closeness was associated with the growth of child-perceived peer social support from fall to spring, whereas teacher-child conflict and teachers' behavior management practices were associated with the change in child-perceived peer victimization across the academic year. These associations were unique and above and beyond the influence of children's actual peer social interactions, including reciprocal friendships and the collective classroom reputation of peer victimization. Collectively, findings highlight the multi-faceted teacher roles in shaping children's perceptions of their peer social experiences during the earliest years of schooling.

show abstract

Peer Relationships Across the Preschool to School Transition

Cited by 26 publications

References 33 publications

Predictors of change in depressive symptoms from preschool to first grade

Predictors of change in depressive symptoms from preschool to first grade

Okul Öncesi Dönemde Duygu Anlamanın Sosyal Yetkinlik ve Davranış Üzerindeki Yordayıcı Etkisinin İncelenmesi

Influences of Teacher–Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences During Early School Years

Contact Info

Product

Resources

About