Preschool Peer Research Articles

The effects of a Teddybear Hospital project on prescool childrens' knowledge and medical students' professionalism: a prospective cohort study.

The Teddybear Hospital (TH) Project is an effort to increase children's knowledge and decrease their anxiety. It is also intended to improve medical students' pediatric communication skills. This study evaluated the educational effects on participating preschool children and medical students. Preschool children were offered to bring their stuffed toys to the TH at our tertiary academic medical center. Medical students who had completed the pediatric surgery rotation staffed the TH, performed examinations, and interacted with the children. The children's knowledge of anatomy, medical equipment, and healthy lifestyle, along with their level of anxiety towards hospitalization, was assessed using pre- and post-interventional validated survey tools. Preschool peers who did not participate in the TH served as controls. Participating medical students were tested on professionalism and pediatric surgical knowledge during, and 3 weeks after the intervention, and compared to their non-participating peers. A total of 131 children (63 intervention, 68 control) and 48 medical students (16 intervention, 32 control) participated in the study. Children's state anxiety decreased by 0.98 points (95% Confidence Interval [CI] -0.3 to -1.8, P<0.001), while knowledge increased significantly on "healthy lifestyle" by 1.4 points (95% CI 1.01 to 1.79, P<0.05), on "medical equipment" by 4.5 points (95% CI 3.8 to 5.2, P <0.0001), and on "anatomy" by 5.05 points (95% CI 4.73 to 5.73, P<0.01). No changes were detected in any of the outcome measures in the control group. Medical students' objective professionalism increased by 4.2 points (95% CI 1.58 to 6.80, P<0.01) compared to non-participant medical students. The tests did not show an increase in the medical students' pediatric surgical knowledge. Preschool participation in a TH increased knowledge and decreased anxiety regarding hospitalization and medical personnel. It also helped medical students to playfully acquire medical professionalism.

Health practices, behaviours and quality of life of low-income preschoolers: A community-based cross-sectional comparison study in Singapore

Introduction: Children from low-income (LI) families often suffer from poor health, with sub-optimal health practices. This cross-sectional study examined the differences in health habits and health-related quality of life (HRQoL) of LI preschool children compared to non-low-income preschool peers (PPG). Method: Using data from the social-health Circle of Care-Health Development Screening Programme (CoC-HDSP) in Singapore, 118 LI children and 304 PPG children aged 18 months to 6 years old and their families were recruited from 13 government-funded preschools. Health practices examined included screen time habits, sleep, nutrition, dental health and the children’s HRQoL using PedsQL 4.0 Generic Core Scales. Results: Majority of the children were aged 4–6 years in kindergarten 1 and 2. There were more Malay children in the LI than the PPG (61.9% versus [vs] 29.3%, P&lt;0.001). Low-income children were more likely to have lower-educated parents (P&lt;0.001). The completed vaccination rate in the LI group was lower than those in PPG (84.7% vs 98.0%, P&lt;0.001). More in the LI group utilised emergency services for acute illnesses (P&lt;0.05). Fewer LI children had ever visited a dentist (47.4% vs 75.4%, P&lt;0.001), and more LI children consumed sweetened drinks daily (33.3% vs 8.6%, P&lt;0.001). The LI group reported poorer-quality sleep (48.3% vs 27.2%, P&lt;0.001), though both groups exceeded the daily recommended screen viewing duration. The LI group scored higher in the social (mean 92.4+12.2 vs 84.3+15.3, P&lt;0.001) and emotional (mean 85.2+15.1 vs 76.6+17.3, P&lt;0.001) domains of the PedsQL 4.0 when compared to PPG. Conclusion: Low-income children have poorer health practices, receive less preventive paediatric care, and utilise more emergency services for acute illnesses. These findings are important for developing interventions that work towards improving the health of LI children.

Health practices, behaviours and quality of life of low-income preschoolers: A community-based cross-sectional comparison study in Singapore.

Children from low-income (LI) families often suffer from poor health, with sub-optimal health practices. This cross-sectional study examined the differences in health habits and health-related quality of life (HRQoL) of LI preschool children compared to non-low-income preschool peers (PPG). Using data from the social-health Circle of Care-Health Development Screening Programme (CoC-HDSP) in Singapore, 118 LI children and 304 PPG children aged 18 months to 6 years old and their families were recruited from 13 government-funded preschools. Health practices examined included screen time habits, sleep, nutrition, dental health and the children's HRQoL using PedsQL 4.0 Generic Core Scales. Majority of the children were aged 4-6 years in kindergarten 1 and 2. There were more Malay children in the LI than the PPG (61.9% versus [vs] 29.3%, P<0.001). Low-income children were more likely to have lower-educated parents (P<0.001). The completed vaccination rate in the LI group was lower than those in PPG (84.7% vs 98.0%, P<0.001). More in the LI group utilised emergency services for acute illnesses (P<0.05). Fewer LI children had ever visited a dentist (47.4% vs 75.4%, P<0.001), and more LI children consumed sweetened drinks daily (33.3% vs 8.6%, P<0.001). The LI group reported poorer-quality sleep (48.3% vs 27.2%, P<0.001), though both groups exceeded the daily recommended screen viewing duration. The LI group scored higher in the social (mean 92.4±12.2 vs 84.3±15.3, P<0.001) and emotional (mean 85.2±15.1 vs 76.6±17.3, P<0.001) domains of the PedsQL 4.0 when compared to PPG. Low-income children have poorer health practices, receive less preventive paediatric care, and utilise more emergency services for acute illnesses. These findings are important for developing interventions that work towards improving the health of LI children.

Preschool Peer Aggression Scale (Teacher Form): Validity Reliability Study

This study aimed to develop and establish the validity and reliability of the Preschool Peer Aggression Scale (Teacher Form) (PPAS-TF). The study employed two distinct sample groups. The scale's factor structure was established through Principal Components Analysis on the initial group, which comprised 1106 children (F=508; M=597). The second sample group, which included 551 children (F:255; M:296) was utilized to conduct Confirmatory Factor Analysis to validate the factor structure. The scale's validity was also assessed through content and external criterion validity. For content validity, a literature review and expert consultation were employed. Convenience validity was used for criterion validity. For reliability internal consistency coefficients, item-total correlation coefficients, and correlations between the factors were examined. As a result, the 28-item PPAS-TF for 4-6-year-old children was categorized into three sub-dimensions: social aggression, physical aggression, and verbal aggression. Teachers can use this form to assess aggression levels, with each sub-dimension's score indicating the extent of that specific aggression type. Higher scores in the sub-dimensions signify a greater propensity for that type of aggression. Additionally, an overall assessment can be made using the total score. The distinctiveness of the PPAS-TF arises from its development with a Turkish sample and its incorporation of three sub-dimensions.

An automated, data-driven approach to children's social dynamics in space and time.

Most children first enter social groups of peers in preschool. In this context, children use movement as a social tool, resulting in distinctive proximity patterns in space and synchrony with others over time. However, the social implications of children's movements with peers in space and time are difficult to determine due to the difficulty of acquiring reliable data during natural interactions. In this article, we review research demonstrating that proximity and synchrony are important indicators of affiliation among preschoolers and highlight challenges in this line of research. We then argue for the advantages of using wearable sensor technology and machine learning analytics to quantify social movement. This technological and analytical advancement provides an unprecedented view of complex social interactions among preschoolers in natural settings, and can help integrate young children's movements with others in space and time into a coherent interaction framework.

Comparing Sleep Patterns and Clinical Features between Preschool and School-Age Children with OSA.

This study aimed to evaluate sleep patterns and investigate differences in clinical features among young individuals with snoring and obstructive sleep apnea (OSA). Data from 213 children and adolescents who underwent polysomnography (PSG) for primary snoring or OSA were collected between July 2017 and December 2021. To analyze differences in sleep architecture, hypoxia levels, and other clinical features, the participants were divided into two age groups: a preschool group and a school-age group. The school-age group had significantly higher apnea-hypopnea index, obstructive apnea index, oxygen desaturation index, and body mass index than the preschool group. Both the lowest and average oxygen saturation levels were lower in the school-age group. Adenoid hypertrophy was more prevalent in the preschool group. The rate of overweight or obesity was 35.6% in the preschool group and even 94.2% in the school-age group. There were higher percentages of N1 and N2 sleep stages, and lower percentages of N3 and REM sleep stages in the school-age group. The groups exhibiting moderate to severe OSA demonstrated significant alterations in the difference between sleeping and waking diastolic blood pressure. There is a higher frequency of respiratory events among school-age children compared with their preschool peers. Moreover, alterations in sleep structure are more prominent in the school-age group. Adenoid hypertrophy may serve as the primary instigator of OSA in preschool children, whereas the predominant causes in school-age children may be obesity or excessive weight. Retrospective chart review, 3 Laryngoscope, 134:1472-1478, 2024.

An In-Depth Investigation of Parents' Experiences about the Developmental and Diagnosis Process of Children with Specific Learning

This study examines the developmental processes, diagnosis processes, and needs of children with specific learning disabilities based on their parents' experiences. The research was conducted with a qualitative research methodology. The study group in the research was formed by the typical sampling method. The study group comprises the parents of 12 students with specific learning disabilities educated in mainstream classrooms. The researchers developed a semi-structured interview form in the context of literature. Content analysis of the transcribed voice recordings was made. As a result, four main themes emerged “Developmental Process, Social Relations, Diagnosis Process, and Strengths and Weaknesses.” The parents have difficulties in their children's self-care skills, motor development, social development, cognitive development, and language development compared to their peers in preschool. The parents noticed their children's development needs during the homework process and pointed out the low level of knowledge of the teachers in both preschool and school periods. It was stated that the children had developmental needs in all developmental areas, especially language development in the preschool period. Also, parents expressed that their children have difficulties with often drawing attention to the difficulties experienced by their children in social relations.

The Impact of Preschool Outdoor Environment on Children’s Socio-Emotional Development

Children are involved in various forms of social interactions, experiences, and the setting of environments in outdoor play areas that support children’s socio-emotional growth. It is necessary because the environment leaves a memorable experience for children. Other than that, it is crucial for their training and physical coordination. In addition, children’s emotional and social skills were indirectly assessed. This paper intends to incorporate an outdoor environment in preschools to meet the socio-emotional developmental needs of preschool children. Preschools located in Peninsular Malaysia were considered to be discussed in this paper. Conducting interviews with four teachers from various types of preschools can provide an initial picture of the external environment development in preschools. Early experiences of external environment interactions and the presence of social interactions with teachers and peers in preschool often impact the children’s learning experience. Two conclusions from the research findings guide the discussion on how the relationships of the preschools’ outdoor environment can foster the preschoolers’ socio-emotional growth. First, they acquire social and emotional competence with a combination of different experiences through shared or solitary experiences. Second, it was found that a variety of outdoor games with engaging spaces that offer attractions imminently stimulates game-based learning in contributing to the socio-emotional competence of preschoolers.

Cooperation between preschool peers in relation to their math learning

Although early childhood education emphasizes peer learning opportunities, adults, including early childhood teachers, often underestimate preschoolers’ abilities to participate in cooperative interactions. Within the empirical literature, cooperative learning among young peers remains poorly understood. This research aims to help build the knowledge base on peers and learning in early childhood. Seventy-two preschool children participated in a study designed to target numeric and counting skills through early learning games. In dyads, the children completed game sessions across three weeks with sessions video-recorded and coded for peer cooperation. Average rates of occurrence, and variations therein, of dyads’ peer cooperative behaviors during game play were examined. The children’s math skills were also assessed prior to the first game play session and after the sixth session. The results showed that the preschoolers demonstrated all peer cooperative behaviors of interest, and preliminary evidence that dyads’ supportive behaviors were associated with post-test counting scores was found.

Leading Malaysian Public Preschool Peers Through Peer-Led Fun Inspired Inquisitive Model in The New Realm

Leading Malaysian Public Preschool Peers Through Peer-Led Fun Inspired Inquisitive Model in The New Realm

Investigation of the Effect of Inclusive Play and Special Movement Education to Social Communication in Disadvantaged and Peer Children in Preschool (Erzurum Sample)

The aim of this research is to investigate the effect of inclusive play and special movement education applied to disadvantaged and peer preschool children in Erzurum city center on their basic skills.22 students (10 disadvantaged children + 12 peer group children) consisting of disadvantaged children and peer children who were educated in special education and rehabilitation centers in the city center of Erzurum and participated voluntarily. Before the study, two seminars were given to the parents of the students, which determined the purpose and objective of the research. Students participated in a specially prepared game and movement training program for 45-60 minutes, 2 days a week during the summer period. Before starting the research, an interview and observation form consisting of 10 questions was prepared for the parents of the children and the results were recorded. At the end of the 2-month (8-week) period, interviews and observations were made with the parents of the children, and the last situation was recorded and compared with the previous situation.In the first parent interviews, the results of the research; it was observed that the children hesitated to participate in the study, they do not want to get close to other children, refrain from sharing game materials and avoid playing together and do not help. While they stated that they did not comply with the game discipline, they stated that at the end of the study program, their initial negative behavior developed completely in a positive way. In expert observations; it was observed that at the beginning, the children did not want to participate in the studies, did not listen to the volunteers, acted randomly, fought over the play materials used, and avoided playing together. While they observed that they behaved randomly, it was stated that the observations developed completely positively at the end of the research process.As a result, it was concluded that inclusive play and special movement training applied to disadvantaged preschool children and peers contributed positively to the social development of children.

Peer Effects on Early Language Development in Dual Language Learners.

This study investigated the vocabulary development of children (N=547) from linguistically and socioeconomically diverse classrooms in Germany from age 3 in preschool to age 7 in Grade 1. The results showed that for dual language learners (DLLs, n=107) growth rates in their German majority language skills varied over classrooms. Compared to monolingual children, DLLs improved faster in classrooms with higher peer-level skills in the majority language than DLLs in classrooms with lower peer-level skills (controlling for socioeconomic status and classroom quality). DLLs showed stronger growth dynamics than monolingual children during later preschool stages. The findings highlight the role of preschool peers in DLLs' acquisition of the majority language before entering elementary school.

Maternal sensitivity and warmth in Singapore: Cultural insights from comparing the Ainsworth and Emotional Availability Scales

AbstractThe convergence between sensitivity scores on the Ainsworth and Emotional Availability Scales was examined, along with their associations with maternal warmth, children's language ability and likeability by peers in preschool. Participants were 167 mothers and their child aged 4–6 (55.7% girls) from the four major ethnic groups in Singapore (Chinese, Malay, Indian and Other). Emotional availability (EA) sensitivity was positively related to Ainsworth sensitivity and maternal warmth, but the overlap was not large, pointing to key conceptual differences that were discussed in light of cultural considerations. Contrary to expectation, Ainsworth sensitivity was more closely linked to maternal warmth than EA sensitivity was. Ainsworth sensitivity and warmth were related to less pragmatic difficulty and better likeability by female peers among preschoolers. The findings suggest that sensitivity and warmth may have a positive functional value despite the prevalence of emotional restraint in this cultural context.

Development and validation of the preschool peer bullying scale-teacher form

AbstractBased on labelling theory, the Preschool Peer Bullying Scale-Teacher Form (PPBS-Teacher Form) was developed, and its validity and reliability were tested in this current study. There were 279 Turkish preschool teachers (96% females) in the preliminary study sample. Exploratory factor analyses were conducted with the data from the preliminary study sample, revealing 14 items with two factors, named as physical-relational bullying and verbal bullying. There were 247 Turkish preschool teachers (97% females) in the cross-validation study sample. Confirmatory factor analyses were carried out with the data from the cross-validation study sample, revealing adequate fit to the data. The internal consistency coefficients were high for the two study samples. Hence, the PPBS-Teacher Form is a valid and reliable measurement instrument to assess preschool peer bullying without labelling students as bullies or victims. The PPBS-Teacher Form aims to contribute to the extant research on early childhood bullying by attracting attention to the risks of labelling preschool students as bullies or victims. Practical implications are discussed for school counsellors and psychologists, parents and researchers.

The Role of Preschool Peers in Children's Language Development.

Almost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.

Complexity and density of Hebrew verbs in preschool peer talk

AbstractHebrew verbs were analyzed in the peer talk produced by 36 Hebrew-speaking children in two age/schooling groups (4;0–5;0 and 5;0–6;0 years), and from two socio-economic backgrounds (SES), mid-high and low. Each of the four age/SES groups consisted of nine children in three triads, where each triad was recorded for 30 minutes while playing. The interface of lexical and morphological growth was demonstrated in the developing organization of verbs in terms of roots,binyanconjugations and derivational families. SES was found the major source of variation in all measures, indicating a smaller and less specific verb lexicon in the low SES groups. Network analyses, a novel methodological approach, revealed the internal structure of the verb category in each age/SES cell, pointing to a scarce and less complex verb lexicon of the low SES groups. These measures also accounted for the growth potential of the network, increasing from the younger low SES group at one pole and peaking in the older mid-high SES at the other pole. These quantitative and qualitative differences in the morphological make-up of the verb lexicon and its usage patterns in preschool peer talk have implications for the impact of SES on verb learning in Hebrew.

Preschool Peer Social Intervention (PPSI) to Enhance Social Play, Interaction, and Conversation: Study Outcomes.

This RCT study examined efficacy of a preschool peer social intervention (PPSI) in facilitating social engagement of preschoolers with high-functioning ASD (HFASD; N = 65). HFASD participants were randomly assigned by preschool to a 6-month intervention (play, interaction, or conversation) or a waitlisted-treatment-as-usual control group. Trained on-site therapists led the PPSI in preschools, in small (n = 3-4) mixed (HFASD/typical) groups. Results showed that all intervention groups improved over time, each mainly in its own targeted peer-engagement domain, but the control group even deteriorated on some measures. Intervention groups also showed generalization to untrained domains (adaptive skills) and settings (play complexity during preschool activities). It is advised that individualized needs-based holistic peer intervention, comprising all three domains, should be part of early ASD intervention.

Early father–child and mother–child attachment relationships: contributions to preschoolers’ social competence

ABSTRACT The main goal of this study was to explore the contributions of early father–child and mother–child attachment relationships to children’s later social competence with their preschool peers; possible unique and shared contributions were tested. Using a multi-method design and focusing on direct observation, attachment was assessed at home at age 3 with the Attachment Behavior Q-sort (AQS) and two years later social competence was assessed at classrooms of 5-year-olds using a set of seven measurement indicators that are part of the Hierarchical Model of Social Competence. Results show that attachment to each parent made unique and significant contributions to children’s social competence and suggested the possibility that each caregiver may have somewhat different patterns of influence on the different indicators of children’s social competence. Findings also suggest the possibility that a secure attachment with one parent may buffer the impact of having an insecure relationship with the other. Due to sample size, these results should be seen as a starting point to generate new and larger studies.

The association of peer behavioral regulation with motor-cognitive readiness skills in preschool

An increasing number of young children nationally participate in preschool education, yet very little is known about the influence of peers' behavioral regulation, such as maintaining focus on a task in the face of distractions and inhibiting a dominant response (attentionimpulse control), and remembering instructions (engagement) on children's motor-cognitive readiness skills (i.e., peer effects). This study determined whether peer effects are present in this earliest sector of schooling. Research has shown that a child's own behavioral regulation is associated with his or her academic outcomes. However, not much is known about how children are affected by classmates with poor behavioural regulation. This study begins to fill the gaps in our understanding of preschool peer effects in the form of peers' behavioral regulation relative to children's motor-cognitive readiness skills. It addresses two research questions: (1) Is the average level and amount of variation of peers' behavioral regulation skills (i.e., engagement and attentionimpulse control) in a classroom associated with growth in children's motor-cognitive readiness outcomes in preschool (motor, content knowledge, and language)? (2) Do these associations differ for children with high and low initial levels of behavioral regulation? The analytic sample is drawn from a cluster (school) randomized controlled trial testing a family-centered, school-based intervention (N=1050 children in 99 classrooms drawn from 10 high-poverty schools). Results indicated that classroom-level peer engagement skills made a unique contribution to children's growth of motor skills during the preschool academic year.Furthermore, children with higher engagement skills at the beginning of the preschool year had higher motor-cognitive readiness skills (motor, content knowledge, and language) at the end of the year when they were in classrooms with peers with high engagement skills. This study extends previous work with older children and indicates that after adjusting for an assortment of demographic, preschool program-related factors, and motor-cognitive readiness at entry into preschool, peers' engagement skills may make a unique contribution to children’s motor-cognitive readiness skills during the preschool academic year.

Warning signs of preschool victimization using the strengths and difficulties questionnaire: Prevalence and individual and family risk factors.

IntroductionSchool victimization by peers is an important social problem with serious short- and long-term consequences poorly studied at preschool ages, which can lead to school bullying without timely intervention. Longitudinal data was used to determine the prevalence of warning signs of preschool peer victimization and its individual and family risk factors.MethodsData was obtained from 577 community preschoolers. School victimization was measured using the Strengths and Difficulties Questionnaire (SDQ) administered to parents and teachers of children at ages 4 and 5. Risk factors for the child (demographics, conduct and emotional problems, aggressiveness) and the family (maternal problems during pregnancy and early development, parenting styles, adaptive functioning and parents’ problems) were previously recorded at 3 years old.ResultsCombined information from parents and teachers showed that 4.2% of preschoolers presented warning signs of victimization at ages 4 and 5. Low socioeconomic status, poor emotional control, early problems making friends and low level of parenting education in social norms at age 3 predicted later victimization at ages 4 and 5 (AUC = .78).ConclusionPeer victimization affects a considerable percentage of preschoolers. Early detection may help to reduce the risk of escalation.