Developmental Trajectories of Negative Peer Play in Preschool: Predictors and Outcomes1

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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.