Abstract
Engaging in positive relationships with peers is highly important for children's learning and development. In the present study, social network analyses were used to investigate how children's language competence affects their peer relationships in the context of early childhood classrooms. A total of 13 classrooms (N = 248 children) participated. Children's language competence was measured using tests for oral communicative competence and receptive vocabulary knowledge. Furthermore, a sociometric method was used to obtain network data. Outcomes of social network analyses showed that children are more likely to form relationships with children with high and similar levels of receptive vocabulary knowledge. In addition, weak support was found for the hypothesis that children form relationships with children with high levels of oral communicative competence.
Highlights
Engaging in positive relationships with peers is highly important for children’s learning and development
Whereas the observed nodeicov term based on oral communicative competence was slightly above the alpha-level of 0.050 in the meta-analysis (0.014, p = 0.054), the nodeicov term based on receptive vocabulary knowledge was statistically significant (0.01, p = 0.035)
Weak support was found for the hypothesis that children are more likely to form relationships with children with high levels of oral communicative competence (Hypothesis 1a); the data did not support the hypothesis that similar levels of oral communicative competence play a role in young children’s network formation (Hypothesis 2a)
Summary
Engaging in positive relationships with peers is highly important for children’s learning and development. Social network analyses were used to investigate how children’s language competence affects their peer relationships in the context of early childhood classrooms. The moment children enter early childhood classrooms, they become part of a larger social network and are faced with the challenge of building relationships with peers (Rubin et al, 2015) These first peer relationships are highly important for children’s learning and development. Previous research has shown that both oral communicative competence and receptive vocabulary knowledge play a role in building and maintaining peer relationships. Regarding the role of language competence in peer relationships, the social exchange theory indicates that children tend to prefer peers with high levels of language competence, since the interactions with such peers are expected to be more rewarding, stimulating, and satisfying (Menting et al, 2011). This could explain why children with high levels of language competence have been found to be more liked by their peers than children with low levels
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