Children's Peer Interactions Research Articles

Accomplishing irony: Socializing foster children into peer culture

AbstractParents indirectly influence their children's peer interactions by implicit socialization and directly by interference. They influence their (young) children's doings by supervising their contacts with friends, monitoring where they go, and facilitating their meetings with friends at home. Adolescents' growing orientation to peers is often at the cost of direct contact with their parents. Potentially, conversations with adolescent children become significant moments for parents to collect information about their children's social lives, preparing them for the challenges of their preadult social life. We studied conversations between in state‐created family homes amongst foster parents (FPs) and out‐of‐home‐placed adolescents, to see how FPs prepare foster adolescents to deal with the dynamics of peer culture, specifically in mocking practices. We are interested in the pedagogical role of FPs in these practices. We find that peer culture behavior is expressed in the context of family homes. Rather than preparing adolescents for peer culture indirectly by discussing possible, or hypothetical, situations, FPs react directly to peer culture expressions at the dinner table. In their approach, FPs demonstrate that peer culture membership is not just an interactional competence but also a teachable issue.

전통놀이를 활용한 집단치료놀이프로그램이 저소득층 아동의 자아 개념 및 또래상호작용에 미치는 효과

전통놀이를 활용한 집단치료놀이프로그램이 저소득층 아동의 자아 개념 및 또래상호작용에 미치는 효과

The Effects of Children's Emotion Regulation Ability and Parental Management Strategies of Peer Relations on Children's Peer Interaction during Play

The Effects of Children's Emotion Regulation Ability and Parental Management Strategies of Peer Relations on Children's Peer Interaction during Play

Trajectories of Child Peer Interaction and Their Predictors: Longitudinal Analysis Using Latent Growth Modeling

Objective The purpose of this study was to investigate trajectories of child peer interaction and to compare the causal effects of their predictors, including child individual variables (i.e., gender, language ability, and cognitive ability) and teacher variables (i.e., teacher efficacy and teacher–child interaction). Methods The participants of this study were 263 children and their teachers from the forth to sixth waves of longitudinal data from the Korean Children and Youth Panel Survey by the Korea Institute of Child Care and Education. The data was analyzed using Pearson’s correlation and latent growth modeling. Results and Conclusion The findings of this study are as follows: First, there was a linear decrease in child negative peer interaction over the course of 3 years, and significant individual differences were found in the trajectories (intercept and slope). Second, the predictors had significant casual effects on the trajectories of child negative peer interaction. The trajectories of child negative peer interaction involving girls, higher cognitive ability, and greater teacher–child interaction showed lower degree of intercept and a quicker decrease. Finally, the implications of findings are discussed. Keywords: peer interaction, children's language and cognitive ability, teacher efficacy, teacher–child interaction

Teacher–Student Relationship Quality and Children's Bullying Experiences With Peers: Reflecting on the Mesosystem

Drawing from social–ecological systems theory, the authors argue that -current research on childhood bullying would benefit from analyses that consider the -mesosystem—specifically, how teacher–student relationships can influence -children's bullying experiences. The authors provide two theoretical conceptions for how children's peer interactions are implicitly shaped by teacher–student relationship quality: attachment and social referral. Implications for practice, with an emphasis on developing teachers' social–emotional competencies to strengthen positive teacher–student relationships, are proposed.

The structural relationships among classroom environment, teacher-child interaction, children's cognitive ability and peer interaction

The structural relationships among classroom environment, teacher-child interaction, children's cognitive ability and peer interaction

The application of virtual reality technology in the training of peer interaction in children with high functioning autism: attentional bias modification

Objective To explore the effect of virtual reality technology in the promotion of peer interaction ability in children with high functioning autism(HFA). Methods 15 children with HFA were recruited and divided into control group(n=5), experimental group 1(n=5)and experimental group 2(n=5)with IQ and gender matching. The experimental group 1 received the attentional bias modification task, the flash animation technology task using virtual reality technology and the task in the real environment. The experimental group 2 received the flash animation technology task using virtual reality technology and the task in the real environment. The control group received the task in the real environment only. Results (1)After the attentional bias modification, compared with the experimental group 2, the experimental group 1 was shorter on reaction time(T1=16.0, T2=39.0, U=1.0, P=0.016), and was higher on the accuracy(T1=40.0, T2=15.0, U=0.0, P=0.008). (2)The scores of the experimental group 1 in the other-regarding(T1=39.5, T2=15.5, U=0.5, P<0.01)and the using language(T1=38.0, T2=17.0, U=2.0, P<0.05) were higher than the experimental group 2.(3) The scores of the experimental group 1 in the other-regarding, using language and rule executor were higher than those of the control group(all P<0.01). (4) The score of the experimental group 2 in the other-regarding was higher than that of the control group(P<0.05). Conclusion The attention bias correction based virtual reality peer interaction technology can effectively improve the ability of other-regarding, language using and execution rules of children with HFA in the real environment. Key words: High functioning autism; Peer interaction; Attentional bias; Virtual reality technology; Real environment

The role of peer relationships and interactions in preschool bilingual children's responses to picture books

In spite of the emphasis on the importance of social contexts in children's literacy development, there is still a startling scarcity of studies examining the role of peer relationships in preschool bilinguals' literary practices. This qualitative case study investigates how peer relationships and interactions among preschool, Korean-English bilingual children affect their responses to picture books during whole group read-alouds. As part of a comprehensive 18-month longitudinal study, this article focuses on data collected over a period of 10 months. Multiple data collection sources were used to enhance the credibility and validity of the study. Results indicated that the children's literary responses were highly influenced by their different social relationships with peers. Thus, in order to create supportive literature environments, it is important for teachers to pay considerable attention to what bilingual students experience with eir peers. With more engrossing narratives and vivid descriptions, the study aims to provide insights into the significance of peer relationships and interactions in early literacy practices in bilingual settings.

Impact of Sensory Sensitivity on Physiological Stress Response and Novel Peer Interaction in Children with and without Autism Spectrum Disorder.

Background: For many children with Autism Spectrum Disorder (ASD), social interactions can be stressful. Previous research shows that youth with ASD exhibit greater physiological stress response during peer interaction, compared to typically developing (TD) peers. Heightened sensory sensitivity may contribute to maladaptive patterns of stress and anxiety. The current study investigated between-group differences in stress response to peer interaction, as well as the role of sensory sensitivity.Methods: Participants included 80 children (40 ASD) between 8 and 12 years. Children participated in the peer interaction paradigm (PIP), an ecologically valid protocol that simulates real-world social interaction. Salivary cortisol was collected before and after the 20 min PIP. Parents completed questionnaires pertaining to child stress (Stress Survey Schedule) and sensory sensitivity (Short Sensory Profile). Statistical analyses included t-tests and ANCOVA models to examine between-group differences in cortisol and play; Pearson correlations to determine relations between cortisol, play, and questionnaire scores; and moderation analyses to investigate interactions among variables.Results: Controlling for baseline cortisol values, children with ASD showed significantly higher cortisol levels than TD peers, in response to the PIP [F(1, 77) = 5.77, p = 0.02]. Cortisol during play was negatively correlated with scores on the SSP (r = −0.242, p = 0.03), and positively correlated with SSS (r = 0.273, p = 0.02) indicating that higher cortisol was associated with greater sensory sensitivity (lower SSP reflects more impairment) and enhanced stress in various contexts (higher SSS reflects more stress). Furthermore, diagnosis was a significant moderator of the relation between cortisol and SSP, at multiple time points during the PIP (p < 0.05).Conclusions: The current study extends previous findings by showing that higher physiological arousal during play is associated with heightened sensory sensitivity and a pattern of increased stress in various contexts. Results are discussed in a broader context, emphasizing the need to examine relationships between social, behavioral, and physiological profiles in ASD to enhance understanding and improve treatments aimed at ameliorating stress and sensory dysfunction, while enhancing social skills.

The Contribution of Support Teachers in Facilitating Children’s Peer Interactions

In the Nordic countries, policies for children, who require special educational assistance, emphasize that support should be provided within regular preschool settings. As one measure to facilitate these children’s participation in preschool activities, support teachers may be appointed. The present study explores how support teachers contribute to these children’s interaction with peers. Fieldwork was carried out in three Norwegian preschools that focused on children aged from 1 to 3 years who required special educational assistance. The analyses revealed that support teachers regularly intervened in the children’s activities and took action in various ways in order to facilitate children’s interactions with peers. From the analyses, support teachers’ approaches could be categorized, respectively, as child centred or group based. A child-centred orientation was found to be more likely to constrain peer interactions than a more group-based orientation which had less specific focus on the individual child. In this paper, two episodes from the research data representing these two international patterns are analysed and discussed. Support teachers may be more effective in enhancing peer interactions for children requiring special educational assistance if they become more aware of how their actions may constrain rather than facilitate interactions.

Systematic Review of the Effects of Interventions to Promote Peer Interactions for Children who use Aided AAC

The goals of this systematic review were to investigate studies that implemented interventions to increase or improve peer interaction for children who used aided AAC, to evaluate the strengths and limitations of those studies, and to discuss implications for practice and directions for future research. A systematic search resulted in the identification of 19 studies (56 participants). Studies were coded and summarized in terms of participants, independent and dependent variables, outcomes, and quality of evidence. All 19 studies reported positive effects on interactions with peers, though the results varied in degree. Although the quality of evidence varied, three studies met the standards of conclusive evidence, and an additional five presented preponderant evidence. The most frequently used intervention components were teaching children with complex communication needs how to use AAC within social interactions and teaching peers skills and strategies to promote interaction. While the body of research suggests that intervention can promote positive peer interactions for children with complex communication needs, the evidence for preschool-aged children and children with autism spectrum disorders is relatively sparse.

Peer effects on Head Start children's preschool competency.

The goals of this study were to investigate whether young children attending Head Start (N = 292; Mage = 4.3 years) selected peers based on their preschool competency and whether children's levels of preschool competency were influenced by their peers' levels of preschool competency. Children's peer interaction partners were intensively observed several times a week over 1 academic year. Social network analyses revealed that children selected peer interaction partners with similar levels of preschool competency and were influenced over time by their partners' levels of preschool competency. These effects held even after controlling for several child (e.g., sex and language) and family factors (e.g., financial strain and parent education). Implications for promoting preschool competency among Head Start children are discussed. (PsycINFO Database Record

유아의 기질과 교사효능감 및 교사-유아상호작용이 유아의 또래놀이상호작용에 미치는 영향

본 연구의 목적은 유아의 기질과 교사효능감 및 교사-유아상호작용이 유아의 또래놀이상호작용에 미치는 영향을 알아보는 것이다. 이를 위해 한국아동패널 5차년도 데이터를 활용하여 유아의 성별에 따른 기질과 또래놀이상호작용, 교사효능감, 교사-유아상호작용에 차이가 있는지를 살펴보고 제 변인 간의 상관관계를 알아보았다. 그리고 위계적 회귀분석을 통해 유아의 기질변인과 교사효능감 및 교사-유아 상호작용의 교사변인이 또래놀이상호작용의 하위요인인 놀이상호작용, 놀이방해, 놀이단절 행동에 미치는 상대적인 영향력을 분석했다. 연구결과를 살펴보면 첫째, 유아의 활동성 기질 및 또래놀이상호작용에서 성차가 나타났다. 둘째, 유아의 사회성 기질이 높을수록 놀이상호작용, 놀이방해, 놀이단절이 모두 높게 나타났으며, 활동성 기질이 높을수록 놀이방해가 많이 나타나고 정서성 기질이 높을수록 놀이단절을 많이 보이는 것으로 밝혀졌다. 셋째, 유아의 기질과 교사-유아상호작용은 또래놀이상호작용의 하위요인인 놀이상호작용, 놀이방해, 놀이단절 행동을 예측할 수 있는 변인으로 나타났으며, 그 영향력의 정도에 있어서 교사-유아상호작용이 유아의 기질보다 더 큰 영향을 주는 것으로 밝혀졌다. 이와 같은 분석결과에 근거하여 유아교사가 보육 교육기관에서 유아의 개인변인을 고려하여 또래놀이상호작용을 증진시키는 구체적인 역할 및 추후연구에 대해 제안했다. The purpose of the study was to analyze the effects of both young children's gender and temperament and their teachers' teaching efficacy and teacher-child interactions on peer play interactions. For this purpose, the data from the 2012 Panel Study on Korean Children were analyzed using analyses of variances and correlation co-efficiencies. In addition, analyses of hierarchical regression, with young children's temperament and teacher-related factors (teaching efficacy and teacher-child interactions) as the independent variables and three sub-factors of peer play interactions (play interaction, play disruption, play disconnection) as the dependent variables, were conducted. The results showed that young children's temperament, teacher efficacy, teacher-child interactions, and peer play interactions differed by gender and significantly correlated. Young children's temperament and teacher-child interactions significantly affected young children's peer play interactions, and the effect of teacher-child interactions was larger than the effect of temperament by 2~2.5 times. The results proved the importance of early childhood teachers' roles in the development of young children's peer interactions with consideration of differences based on children's gender and temperament. With the results given, implications and suggestions for further research were discussed.

The Influence of Children's Self-Regulation Ability on the Children's Peer Interactions: Testing Mediation Model of Child-Teacher Relationships

The Influence of Children's Self-Regulation Ability on the Children's Peer Interactions: Testing Mediation Model of Child-Teacher Relationships

유아의 기질, 부모의 양육방식 및 교사-유아 상호작용이 또래상호작용에 미치는 영향

본 연구에서는 유아의 기질, 부모의 양육방식, 교사-유아 상호작용이 또래상호작용에 미치는 영향을 조사하고자 하였다. 분석을 위해 육아정책연구소의 한국아동패널의 5차년도(2012) 데이터 중 996명의 4세 유아 자료를 t 검증, 일원변량분석, 적률상관분석, 중다회귀분석하였다. 결과는 다음과 같다. 첫째, 유아의 기질 중 사회성과 활동성이 높을수록, 교사의 긍정적 상호작용이 적을수록 놀이방해를 많이 하였다. 둘째, 유아의 사회성기질이 강할수록 교사가 긍정적인 상호작용을 많이 할수록 놀이상호작용이 많이 나타났다. 여아는 어머니가 통제적 양육을 많이 할수록 놀이상호작용을 많이 하였다. 셋째, 유아의 정서성기질이 강할수록, 사회성기질이 약할수록 교사의 긍정적 상호작용이 적을수록 놀이단절을 많이 하였다. 남아는 아버지가 사회적 양육을 적게 할수록 놀이단절을 많이 하였다. 넷째, 교사-유아 상호작용이 유아의 또래상호작용에 가장 강력한 영향을 미치는 변인이었으며 그 다음 유아기질의 영향력이 큰 것으로 나타났다. 본 연구의 결과는 유아의 또래상호작용의 증진을 위한 교사역할의 중요성을 시사하고 있다. The purpose of this study was to investigate variables which have an influence on young children's peer interactions. The data of 966 4-year-old children and their parents and class teachers were extracted from the 5th Panel Study on Korean Children in 2012 by Korea Institute of Child Care and Education. The data were analyzed by means of ANOVA, Pearson's coefficient and multiple regression. The results were as follows: First, boys' play disruption and play disconnection were higher than girls', and girls' play interaction was higher than boys'. Second, sociability and activity of temperament, and teacher-child interaction were related to peer disruption. Third, teacher-child interaction and sociability of temperament significantly affected play interaction. Controlling parenting behavior of the mother was positively related to peer interaction in girls. Fourth, teacher-child interaction, sociability and emotionality of temperament significantly affected play disconnection. Social parenting behavior of the father was negatively related to play disconnection in boys. Lastly, teacher-child interaction was the clearest indicator for young children' peer interactions. These findings suggested a potential role of the teacher in young children's peer interactions.

The nature of peer-directed behaviours in children with profound intellectual and multiple disabilities and its relationship with social scaffolding behaviours of the direct support worker.

The multiple and complex disabilities of persons with profound intellectual and multiple disabilities (PIMD) form a barrier for peer interactions and peer-directed behaviours. In this study, we further explore the nature of peer-directed behaviours in persons with PIMD and its relationship with social scaffolding behaviour of direct support workers (DSWs). Fourteen dyads of children with PIMD, who knew each other for at least 12 months, participated. They were sitting in close proximity while they were filmed with and without the presence of the DSW. Video recordings were coded continuously making use of observation schemes for the peer-directed behaviours of the children and the peer interaction influencing behaviours of the DSW. Significantly more singular peer-directed behaviour (without DSW: 18.00%; with DSW: 3.81%) was observed than multiple peer-directed behaviour (without DSW: 4.01%; with DSW: 0.52%). The amount of time the singular and multiple peer-directed behaviours were observed was significantly lower in the presence of a DSW. When the DSW shows peer interaction influencing behaviour, it was mostly social scaffolding behaviour (2.17%). The conditional probability of observing social scaffolding behaviour in the 10 s following on singular peer-directed behaviour was 0.02 with a Yule's Q of 0.04 and following on multiple peer-directed behaviour 0.04 with a Yule's Q of 0.33. The way in which peer interactions in children with PIMD are defined could have an impact on the amount of observed peer-directed behaviours and on the effect of the social scaffolding behaviours presented by DSW.

유아의 또래 상호작용, 자기조절과 리더십간의 관계 연구: 자기조절의 매개효과 분석

본 연구는 유아의 또래 상호작용과 자기조절, 리더십 간의 관계를 밝히고, 또래와의 상호작용이 유아의 리더십에 미치는 영향에서 자기조절의 매개효과를 알아보는 데 목적이 있다. 연구 대상은 서울, 경인 지역의 유아교육기관에 재원 중인 만 4-5세 유아 211명이었고 유치원과 어린이집 근무한 교사 대상으로 질문지를 조사 실시하여 수집된 자료 분석 하였다. 분석은 SPSS 21 프로그램을 이용하여 평균, 표준편차, 왜도, 첨도, 상관분석을 실시하였고 Amos 21 프로그램을 이용하여 구조방정식모형을 검증하여 다음 결과를 얻었다. 첫째, 유아의 긍정적 또래상호작용, 자기조절, 리더십 간에는 유의한 정적 상관관계가 나타났다. 둘째, 또래상호작용은 유아 리더십에 유의한 영향을 미치지 않았고, 자기조절은 유아 리더십에 긍정적인 효과가 있었다. 또래상호작용은 유아 자기조절에 긍정적인 영향을 미치며 또래상호작용이 유아 리더십에 미치는 영향 관계에서 자기조절은 유의한 매개효과 역할을 하는 것으로 나타났다. 이러한 결과는 유아의 리더십 교육에 있어 주목해야 할 요소로서 유아의 또래 상호작용과 자기조절의 중요성을 시사한다. The purpose of this study is to investigate the relationship between peer interaction, self-regulation and leadership of young children, and examine the mediating effect of self-regulation ability in the effect of peer interaction on the leadership of young children. The subjects of the study were 211 children aged 4 to 5 who attended in child education institutes in the Seoul-Incheon area. A survey was conducted on teachers who worked in kindergartens and day care centers with questionnaires, and the collected data were analyzed. For data analysis, SPSS WIN 21 program was used to calculate mean, standard deviation, skewness, and kurtosis, and correlation analysis was conducted. Also, the structural equation model was validated using Amos 21, and the following results were obtained. First, the positive peer interaction, self-regulation and leadership of children were positively associated. Second, the peer interaction did not have a significant effect on the leadership of young children, and the self-regulation of young children had a positive effect on the leadership of young children. It was found that peer interaction had a positive effect on the self-regulation of young children, and in the relationship of effects on the leadership of young children, the self-regulation was found to play a role of significant mediating effect. Such results are remarkable elements in leadership education for young children, implying the importance of peer interaction and self-regulation of young children.

유아 자기조절력과 또래상호작용 간의 관계에서 유아 리더십의 매개 효과 분석

유아 자기조절력과 또래상호작용 간의 관계에서 유아 리더십의 매개 효과 분석

Disorders of Sex Development (DSD): Peer Relations and Psychosocial Well-Being.

Social and emotional development is shaped by familial and extra-familial experiences especially interactions with peers. Children and adolescents with physical, behavioral or developmental differences, such as youth with disorders of sex development (DSD), may not benefit to the same degree as other children and adolescents from experiences with peers. This paper reviews current thinking about the features and effects of experiences with peers and the potential challenges of peer interactions for children and adolescents with DSD. We review findings from studies of adjustment for individuals with DSD. We finish the paper with a brief outline of a research agenda to promote the understanding of adjustment of individuals with DSD.

Study on the Temperament as a Predictor of Peer Interactions at Preschool Ages

Preschool-aged children's peer interactions are influenced by several factors including social competence, prosocial actions of peers and their own, environmental settings, and temperamental characteristics. At early ages, social competence manifest during the play with peers significantly. The numerous studies on preschool children defend the idea that the ability to establish relations with one's peers represents an essential competence and a self-regulation indicator for the future developmental stages. The present study proposes to demonstrate the association between children's temperament and peer interactive play behaviors. The correlation analysis points out that certain aspects of children's temperament associates with behaviors similarly during play.