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

Abstract

Preschoolers' (M(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.

Enjoying Each Other’s Company: Gaining Other-Gender Friendships Promotes Positive Gender Attitudes Among Ethnically Diverse Children

“…The results of our study have both theoretical and practical implications. In terms of theory, this study is a useful test of the robustness of intergroup contact theory among children (Allport, 1954) and introduces peer exposure theory (Hanish et al, 2005(Hanish et al, , 2008Martin & Fabes, 2001) as a useful complement in understanding gender-based intergroup processes. Gender is viewed as the premier social identity to young children (Halim & Ruble, 2010), but the question we asked was whether cross-group friendships make a difference for groups that, at least on the surface, appear to already have contact with one another.…”

“…Peer exposure theory supports this idea and is complementary to intergroup contact theory: The influence of peers depends on the "dosage" of exposure in combination with the qualities of peers (i.e., their qualities, gender, interests) and the qualities of the relationships (e.g., how positive they are) (Hanish et al, 2005(Hanish et al, , 2008. Several studies illustrate the dosage idea.…”

Why the bully/victim relationship is so pernicious: A gendered perspective on power and animosity among bullies and their victims

“…Bullies and victims who were named as a dyad more often were considered to have a stronger bully/victim relationship than those who were named less often. This measure was calculated by creating individually distinct ego networks using a technique that is derived from discrete homotopy theory for simplicial complexes (Barcelo et al, 2012; Barcelo & Laubenbacher, 2005; Hanish, Martin, Fabes, & Barcelo, 2008; Hanish et al, 2007). To begin, we created an incidence matrix of nominations for each child identified as a bully, indicating all peers with whom that child was reputed to victimize (coded as 0/1 if a peer was not/was nominated as a victim).…”

Social Network Profiles of Children in Early Elementary School Classrooms

“…Children initially engage in play that is either solitary or play that takes place next to, but does not interact with, their classmates (Rubin & Coplan, 1998). As such, their social networks are generally smaller; however, as children grow older and begin to engage in more complex forms of play that requires more interactional partners, their social networks grow larger (Hanish, Martin, Fabes, & Barcelo, 2008). Gender-related differences can be seen in network sizes as well, with girls in grade school more likely to belong to a social network group and to have larger social networks than their male counterparts (Lee et al, 2007).…”