Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers

Jing, Chen; Lin, Tzu‐Jung; Jiang, Hui; Justice, Laura M.; Purtell, Kelly M.; Logan, Jessica A. R.

doi:10.3389/fpsyg.2020.01341

Cited by 9 publications

(5 citation statements)

References 55 publications

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“…Our findings may be more aligned with prior work if students reported their own perception of which students exhibit problem behaviors in the classroom. Future work should look to compare teacher and student reports of problem behavior and links to friendship centrality, given the discrepancies found in the literature of teacher ratings and direct assessments of behavior (Chow & Hollo, 2018) and teacher ratings and student ratings of classroom social connections (Chen et al, 2020c). To support children with behavior and language problems, identifying early risk and protective factors for poor social development is an educational and societal priority, and how children develop friendships in classrooms may be a key mechanism in prevention efforts.…”

Section: Discussionmentioning

confidence: 99%

Influence of Child Externalizing Behavior on Friendship Centrality and Reciprocity in Kindergarten Classrooms

Chow

Granger

Broda

et al. 2022

Journal of Emotional and Behavioral Disorders

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In this study, we examine friendship centrality and reciprocity between kindergarteners who exhibit externalizing classroom behaviors and their classroom peers. Teachers nominated children who display externalizing classroom behaviors, and we collected network data via individual interviews of 411 children (mean age =6.7 years; SD = .33) from 21 kindergarten classrooms in four schools. We found that children nominated for elevated levels of externalizing behavior were significantly less central to the classroom friendship network (over and above the contribution of language skills), and this effect was magnified for boys and students in larger classrooms. Moderator analyses revealed a significant gender by behavior interaction, where the difference between boys and girls was conditional on externalizing behavior nomination. Similar main effect results were found when predicting whether or not students had a reciprocal friendship tie. Students who received a teacher nomination for externalizing behavior had 48% lower odds of having a reciprocal friendship tie, after controlling for language skills. We found no significant moderators of the behavior–reciprocity relation. We conclude our study with a discussion of our findings and recommendations for future research and practice.

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Section: Discussionmentioning

confidence: 99%

Influence of Child Externalizing Behavior on Friendship Centrality and Reciprocity in Kindergarten Classrooms

Chow

Granger

Broda

et al. 2022

Journal of Emotional and Behavioral Disorders

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“…The peer nomination approach ( Parkhurst and Asher, 1992 ; Chen et al, 2020 ) was used to assess children’s peer social experiences. In the fall and spring, children received individual interviews with field assessors to nominate unlimited number of children in class who fit the nomination descriptions.…”

Section: Methodsmentioning

confidence: 99%

“…This study excluded the preschool sample based on the consideration that teachers’ grouping practices in preschool classrooms might be fundamentally different from those in early elementary classrooms due to more focuses on free play and non-academic learning ( Justice et al, 2020 ). In addition, preschoolers might not have developed the same level of ability to reliably report their social experiences compared to other older children in this study ( Chen et al, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 96%

“…Previous studies show that using single peer nomination item to assess a unique aspect of social experiences can yield satisfactory psychometric property (van den Berg and Cillessen, 2013;Babcock et al, 2014). Even for children as young as preschoolers, their peer nominations yield congruent representations of peer social experiences with teachers' reports and researchers' observations (Chen et al, 2020). The number of nominations each child received from their classmates was calculated and used to indicate the degree with which each child experienced peer conflicts and developed friendships in their classroom.…”

Section: Measure Peer Social Experiencesmentioning

confidence: 99%

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Influence of Teachers’ Grouping Strategies on Children’s Peer Social Experiences in Early Elementary Classrooms

et al. 2020

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Most children experience some form of grouping in the classroom every day. Understanding how teachers make grouping decisions and their impacts on children’s social development can shed light on effective teacher practices for promoting positive social dynamics in the classroom. This study examined the influence of teachers’ grouping strategies on changes in young children’s social experiences with peers across an academic year. A total of 1,463 children (51% girls, Mage = 6.79, SDage = 1.22) and 79 teachers from kindergarten to third-grade classrooms participated in this study. Teachers rated children’s behavioral problems as the most important consideration when creating seating charts or assigning children to small groups. Promoting existing or new friendships was rated as the least important consideration. Heterogeneous ability grouping, rated as somewhat important by the teachers, was associated with a decrease in children’s friendships and yet also a decrease in girls’ experience with peer conflicts. Our findings begin to fill in the gaps in the literature on the social impacts of ability grouping for young children.

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“…Peer social interactions including reciprocal friendships and classroom reputation of peer victimization were collected in the spring based on a peer nomination approach (Parkhurst and Asher, 1992), which has been found valid for children as young as preschoolers (Daniel et al, 2016;Chen et al, 2020). We asked children to identify classmates "who are your best friends" and "who gets picked on or teased?"…”

Section: Peer Social Interactionsmentioning

confidence: 99%

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

et al. 2020

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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.

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Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers

Cited by 9 publications

References 55 publications

Influence of Child Externalizing Behavior on Friendship Centrality and Reciprocity in Kindergarten Classrooms

Influence of Child Externalizing Behavior on Friendship Centrality and Reciprocity in Kindergarten Classrooms

Influence of Teachers’ Grouping Strategies on Children’s Peer Social Experiences in Early Elementary Classrooms

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

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