Abstract
ABSTRACTResearch Findings: Traditional peer sociometric nominations, even at early ages, are not replaceable by teachers’ classifications of children’s sociometric popularity. The association between reports from the two sources, although not independent, was weak, with teachers perceiving more children as popular and fewer children as rejected. Teacher and peer classifications were similarly associated with social skills and behavior problems. Sociometric popularity obtained from teachers, but not from peers, was associated with children’s age and verbal competence. Practice or policy: This study investigated the association between preschool children’s sociometric popularity obtained from peer sociometric nominations and from teachers’ classifications. A total of 1535 children (731 girls and 804 boys), aged between 34 and 89.6 months (M = 61.96, SD = 8.91), and 89 teachers participated in the study.
Highlights
The “peer nomination” method (Moreno, 1934) is the most commonly used sociometric technique for assessing children’s likeability within the peer group
This study investigated the association between preschool children’s sociometric popularity obtained from peer sociometric nominations and from teachers’ classifications
A Chi-square test was performed to examine the independence of sociometric popularity obtained from teachers’ classifications and peer nominations
Summary
The “peer nomination” method (Moreno, 1934) is the most commonly used sociometric technique for assessing children’s likeability within the peer group. Sociometric peer nominations, based on positive and/or negative criteria, have proven relatively stable over time, even during the primary (Nowicki, 2003) and preschool years (Peceguina, 2010). This method allows access to the peer group perspective on the likeability of each child, providing a means to obtain a deeper understanding of children’s peer-related social experiences. It is not uncommon that decisions regarding the need and eligibility for interventions targeting children’s social skills, peer interactions, and affiliative relationships are based on teachers’ reports rather than children’s perspective
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