Peer rejection in preschool
Foregrounding children’s voices
Bibliographic Data
| ID | 12724744 |
|---|---|
| Authors | Joanna Tay-Lim (Nanyang Technological University, Singapore, corresponding author), Linda Gan (Nanyang Technological University, Singapore) |
| Year | 2012 |
| Volume | 11 |
| Issue | 1 |
| Pages | 45-62 |
| Publication date | 2012-10-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x12456251 |
| OpenAlex | W2142514916 |
| Language | EN |
| Citations received | 5 |
| References cited | 31 |
Existing studies on peer rejection are predominantly quantitative in nature and do not adequately engage children’s voices and provide a comprehensive view of the peer rejection phenomenon. There are also limited studies at the preschool level, especially in the Singapore context. This study addresses these limitations by presenting insights into what constitutes a holistic understanding of the phenomenon. The objective is to investigate the subjective perceptions of the rejection phenomenon as experienced by different preschool children, and to draw out the essential characteristics of these experiences. A qualitative collective case study methodology informed by phenomenology was employed. It utilized in-depth individual interviews and children’s dialogic engagement with their drawings to elicit the meaning of experiences from eight preschool children from four to seven years old. Seven major themes and 31 sub-themes emerged from the data, illustrating the complexities of the children’s perceptions. They demonstrate that the children were capable of identifying and appraising their peer rejection experiences in terms of attributions, coping mechanisms and effects. The study reveals that peer rejection appeared to be an inevitable component of peer interactions, predisposing them to a host of adverse consequences. Although there are common elements, the personal construction of experiences led to diversities existing within the phenomenon, illustrating the uniqueness of some of the experiences. The implications for appropriate pedagogical practices to help preschool children cope more effectively with peer rejection are presented
Attribution · Context (archaeology · Coping (psychology · Developmental psychology · Dialogic · Epistemology · Foregrounding · Pedagogy · Peer group · Perception · Phenomenon · Psychotherapist · Qualitative research · Sociology · Bullying, Victimization, and Aggression · Child Development and Digital Technology · Parental Involvement in Education · Psychology · Social Psychology
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Loneliness and Peer Relations in Young Children
Children as Research Subjects
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Children's Appraisal of Peer Rejection Experiences
Conduct Problems and Peer Rejection in Childhood
Early peer relations
Direct observation of peer rejection acts and their temporal relation with aggressive acts
The Young Child
Children's perceptions of their peer experiences
A Window on the 'New' Sociology of Childhood
Ten Tips for Reflexive Bracketing
A Phenomenological Research Design Illustrated
| Citations per year | 1 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |