Playmate Preferences and Perceptions of Individual Differences Among Typically Developing Preschoolers

Abstract

The purpose of this study was to describe preschoolers’ playmate preferences and perceptions of classmates with and without disabilities using a peer rating task and a corresponding teacher rating scale. Participants consisted of 34 typically developing preschoolers ranging in age from 42 to 69 months and 5 classroom teachers. Although preschoolers with disabilities received lower sociometric ratings than their typically developing peers, the reasons children cited for selecting or rejecting their peers with disabilities were essentially the same as those given for nondisabled children. In dyads In which one child had disabilities and the other did not, teachers reported that approximately 50% preferred not to play with each other, whereas reciprocal nonpreference was reported to occur in only 21 % of dyads in which both partners were typically developing. The proportions of mutual playmate preferences in the two types of dyads were roughly equivalent, suggesting that children with disabilities are capable of forming mutual friendships, but may be at increased risk for developing negative peer relationships.