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Developmental psychology
Jan, 2016;52 (1): 58-70.

Peer effects on Head Start children's preschool competency.

Dawn DeLay, Laura D Hanish, Carol Lynn Martin, Richard A Fabes
Author Information
  1. Dawn DeLay: T. Denny Sanford School of Social and Family Dynamics, Arizona State University.
  2. Laura D Hanish: T. Denny Sanford School of Social and Family Dynamics, Arizona State University.
  3. Carol Lynn Martin: T. Denny Sanford School of Social and Family Dynamics, Arizona State University.
  4. Richard A Fabes: T. Denny Sanford School of Social and Family Dynamics, Arizona State University.
PMID: 26479545 DOI: 10.1037/dev0000066

Abstract

The goals of this study were to investigate whether young children attending Head Start (N = 292; Mage = 4.3 years) selected peers based on their preschool competency and whether children's levels of preschool competency were influenced by their peers' levels of preschool competency. Children's peer interaction partners were intensively observed several times a week over 1 academic year. Social network analyses revealed that children selected peer interaction partners with similar levels of preschool competency and were influenced over time by their partners' levels of preschool competency. These effects held even after controlling for several child (e.g., sex and language) and family factors (e.g., financial strain and parent education). Implications for promoting preschool competency among Head Start children are discussed. (PsycINFO Database Record

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Grants

  1. R01 HD045816/NICHD NIH HHS
  2. 1R01 HD45816/NICHD NIH HHS

MeSH Term

Aptitude
Child, Preschool
Early Intervention, Educational
Educational Status
Female
Friends
Humans
Male
Peer Group
Social Support
Journal Article Research Support, N.I.H., Extramural Research Support, Non-U.S. Gov't

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