Young children’s perspectives on their social interactions within early childhood settings

Abstract

ABSTRACT This paper presents findings from mixed-method research exploring 3–5-year-old children’s social interaction experiences while attending one of three different early childhood settings: a therapeutic family support program; a supported playgroup; or a preschool. Thematic analysis of child interviews revealed differences in how children experienced peers, parents and staff depending on the setting, potentially reflecting differences in the composition and goals of the programs and the quality of the children’s peer interactions. Quantitative results suggested preschool children were more advanced in their social development than family support program and supported playgroup children. The parent–child attachment relationship, opportunities to practise appropriate social skills, language ability, and staff qualifications may also be influencing factors in child experiences of peer interaction. This research contributes to literature on how young children experience service environments and the need to respect children as important stakeholders whose perspectives can inform and support the programs they attend.