Developmental Trajectories of Negative Peer Play in Preschool
Predictors and Outcomes
Bibliographic Data
| ID | 18948008 |
|---|---|
| Authors | Suhyun Lee (0000-0002-4467-4598, The Incheon Institute, Simgok-ro 98, Seo-gu, Incheon, Korea ()., corresponding author), Seri Kim (Corresponding author: 222-420, Seoul National University, Gwanak-ro 1, Gwanak-gu, Seoul, Korea ().), Kangyi Lee (0000-0002-1193-5771, Seoul National University, Gwanak-ro 1, Gwanak-gu, Seoul, Korea ().) |
| Year | 2021 |
| Volume | 52 |
| Issue | 3 |
| Pages | 447-479 |
| Publication date | 2021-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Comparative Family Studies (JOURNAL) |
| Journal identifiers | ISSN: 0047-2328 • E-ISSN: 1929-9850 |
| Publisher | University of Toronto Press Inc. (UTPress) (PUBLISHER) |
| DOI | 10.3138/jcfs.52.3.07 |
| OpenAlex | W3211091516 |
| Language | EN |
| References cited | 52 |
This study aims to identify age-related trajectories of preschoolers’ negative peer play, their predictors, and school-related outcomes. The participants were 1,547 children in the Panel Study on Korean Children and their teachers and parents. Using latent class growth analysis, we identified negative peer play trajectories of children between 4 and 6 years old. Analyses of variances were conducted to investigate whether children’s school readiness at 6 years old differed between the trajectories. Finally, multinomial logistic regressions were conducted to explore how teacher-child interactions influenced membership in the trajectories. Three developmental trajectories of play disruption were found: “Low” (64.3%), “Constant-higher” (34.3%), and “U-curve” (1.4%). In the case of play disconnection, four trajectories were found: “Low-increase” (57.6%), “Moderate-decrease” (26.5%), “Sharp-increase” (10.1%), and “High-decrease” (5.8%). The trajectories of play disruption were related to social and emotional development and approach to learning. The trajectories of play disconnection were related to all aspects of school readiness including social and emotional development, approach to learning, communication, and cognitive development. Teacher-child interactions that encourage children’s prosocial behaviors and positive peer interactions predicted likely membership in “Low-increase” play disconnection development. Also, teachers’ affectionate and sensitive qualities during the interaction with children predicted a “Low” trajectory of play disruption. Together, the results emphasized the protective power of positive teacher-child interactions in the development of preschool negative peer play. Based on the findings, policy implications are discussed with regard to teacher education
Child development · Developmental psychology · Disconnection · Multinomial logistic regression · Peer group · Prosocial behavior · Child Development and Digital Technology · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
Group-Based Modeling of Development
Preschool peer interactions and readiness to learn
Statistical Power to Detect the Correct Number of Classes in Latent Profile Analysis
Evidence for General and Domain-Specific Elements of Teacher–Child Interactions
An Introduction to Latent Class Growth Analysis and Growth Mixture Modeling
Testing the number of components in a normal mixture
Offending estimates in covariance structure analysis
School Readiness
Peer interaction in rural preschool classrooms
Contextually-relevant validation of peer play constructs with African American head start children
Direct observation of peer rejection acts and their temporal relation with aggressive acts
Children's school readiness in the ECLS-K
The relationship of day care quality to children's free-play behavior and social problem-solving skills
School readiness and later achievement
| Highly cited | No |
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