Popularity and Communication Skills of Preschool Children

Galejs, Irma; Dhawan, Gita; King, Albert

doi:10.1080/00223980.1983.9923601

Cited by 8 publications

(6 citation statements)

References 9 publications

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“…And in both cases one group was high (or not low) and the other low on interacts peers. This relation between being alone and being disconfirmed is in harmony with the correlational analysis, with the finding in (c) above, and again with the suggestion that lack of communication skills is an important issue in social isolation (Galejs, Dhawan & King, 1983;Putallaz, 1983;Rubin & Borwick, 1984). However, some children were often alone but not often disconfirmed (withdrawn children-see below).…”

Section: Some General Pointssupporting

confidence: 82%

Social isolation in 4‐year‐olds

Hinde¹,

Tamplin²,

Barrett³

1993

British J of Dev Psycho

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This paper is concerned with the heterogeneity and home correlates of social isolation in school. Three data sets, each involving 4 W 2 4-year-olds, were studied at home and preschool. Three observational measures of social isolation were used-time alone, time unoccupied and frequency of interaction. These social isolation variables showed few linear relations to measures of temperamental characteristics, other child characteristics or measures of mother-child interaction. However, categorizing the children into four groups on their status of alone and unoccupied, or into eight groups on all three social isolation variables, yielded categories showing meaningful patterns of interactions in school and meaningful relations to home variables. The dangers of considering any categorization system as absolute are emphasized.Both retrospective and prospective studies have linked various indices of poor peer relationships with a range of later difficulties, for example premature school dropout, anti-social conduct, and psychiatric problems in adulthood (Asher, Parkhurst,

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Section: Some General Pointssupporting

confidence: 82%

Social isolation in 4‐year‐olds

Hinde¹,

Tamplin²,

Barrett³

1993

British J of Dev Psycho

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“…On a more general level, however, there seems to be a difference between studies focusing on early childhood and studies focusing on middle childhood in the relation between (concepts similar to) oral communicative competence and sociometric status. In particular, one out of 14 studies (i.e., less than 10%) focusing on early childhood only found a significant relation between receptive aspects of children's oral communicative competence (i.e., listening skills) and sociometric status, but not between productive aspects of oral communicative competence (i.e., describing skills) and sociometric status (Galejs et al 1983). In contrast, among the studies directed at middle childhood, almost 20% of the studies (e.g., two out of 11) did not find a significant relation between children's ability to communicate effectively and their social position within the peer group (Bierman and Furman 1984;Nowicki and Oxenford 1989).…”

Section: Context and Interactionalmentioning

confidence: 95%

“…Although there are some exceptions to the use of observational measures ((van der Wilt et al 2016((van der Wilt et al , 2018aBurleson et al 1992); Galejs et al 1983;(Place and Becker 1991;Rabiner and Gordon 1992)), the use of standardized and validated tests has been less common in this area of research. Furthermore, none of the reviewed studies made use of a combination of observational measures and standardized tests (i.e., mixed-methods).…”

Section: Operationalizationmentioning

confidence: 99%

“…A rather remarkable deviation of the peer nomination approach and rating scale is the procedure used in the study of Galejs et al (1983). In their study, the researchers asked the head teachers of the participating pre-schoolers to rank order them from most popular to least popular and instructed teachers to regard popularity as friendliness, outgoing behavior, and social participation.…”

Section: Sociometric Statusmentioning

confidence: 99%

“…In addition, peer nominations are easy to administer, not time-consuming, and rely on the judgements of peers, who have been found to provide unique information on children's behavior (e.g., (Henry 2006)). Hence, in the studies that were reviewed, the peer nomination approach is clearly preferred over approaches that depend on the judgment of teachers (such as in the studies of (Black and Logan 1995;Galejs et al 1983)). In addition, despite researchers arguing that the rating procedure is more appropriate than the peer nomination procedure (e.g., (Bukowski et al 2000(Bukowski et al , 2012), the use of a rating scale has not been found to be more reliable than the use of peer nominations (Jiang and Cilessen 2005).…”

Section: Sociometric Statusmentioning

confidence: 99%

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Why Do Children Become Rejected by Their Peers? A Review of Studies into the Relationship Between Oral Communicative Competence and Sociometric Status in Childhood

et al. 2019

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Being rejected by peers has devastating consequences for a child's future social-cognitive development. It is therefore important to investigate factors that contribute to childhood peer rejection. In doing so, the present review specifically focused on sociometric status, a concept that refers to a child's position within the peer group (e.g., liked or disliked). Although previous studies indicated that children's ability to communicate effectively might partly determine their sociometric status, much was still unclear about this relation. Therefore, in the present review, a total of 25 studies into the relation between children's (aged 1 to 12 years) level of oral communicative competence and their sociometric status was systematically reviewed. Results generally pointed to a significant relation between the two variables. Specifically, rejected children communicate less responsive compared with popular children. However, several gaps in previous research were identified, resulting in five recommendations for future studies. First, the complexity of the construct of oral communicative competence asks for an approach in which multiple methods are combined (i.e., mixed methods). Second, future studies should be conducted in non-western countries as well to study possible cross-cultural differences. Third, as the majority of researches were small-scale exploratory studies, future research should include larger samples in order to generalize the findings outside the sample. Fourth, future studies should adopt longitudinal and experimental designs to investigate the direction of the relation of interest. And finally, as previous research showed that the interactional context, gender, and age might influence the relation between oral communicative competence and sociometric status, future studies could take these factors into account.

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Individual characteristics, child‐mother and child‐younger sibling interactions of 4‐year‐olds

Hinde

Tamplin²,

Barrett³

1992

Early Dev. Parent.

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This paper is concerned with the relations between the individual characteristics (Temperament, Locus of Control, Self-concept) of Cyear-olds, child-mother and child-sibling interactions. The temperamental characteristics Active and Moody, and the Selfconcept categories WorryinglCross and Likes to be Alone, had generally similar relations to child-mother and child-sibling interactions, but the other characteristics did not. The relations between child-mother and child-sibling interactions did not support either the hypothesis that a 'good' child-mother relationship leads to 'good' interactions with a sibling, or that firstborns compensate for a 'poor' child-mother relationship with a 'good' sibling one. The relations were more complex than either of these hypotheses would suggest, but made intuitive sense.

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Popularity and Communication Skills of Preschool Children

Cited by 8 publications

References 9 publications

Social isolation in 4‐year‐olds

Social isolation in 4‐year‐olds

Why Do Children Become Rejected by Their Peers? A Review of Studies into the Relationship Between Oral Communicative Competence and Sociometric Status in Childhood

Individual characteristics, child‐mother and child‐younger sibling interactions of 4‐year‐olds

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