The Benefits of Buddies: Strategically Pairing Preschoolers with Other-Gender Classmates Promotes Positive Peer Interactions

Autor/inn/en	Hanish, Laura D.; Xiao, Sonya Xinyue; Malouf, Laura Means; Martin, Carol Lynn; Goble, Priscilla; Fabes, Richard A.; DeLay, Dawn; Bryce, Crystal
Titel	The Benefits of Buddies: Strategically Pairing Preschoolers with Other-Gender Classmates Promotes Positive Peer Interactions
Quelle	In: Early Education and Development, 34 (2023) 5, S.1011-1025 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2090773
Schlagwörter	Preschool Children; Peer Relationship; Intergroup Relations; Friendship; Interaction; Interpersonal Competence; Gender Differences; Predictor Variables + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Peer-Beziehungen; Intergruppenbeziehungen; Freundschaft; Interaktion; Interpersonale Kompetenz; Geschlechterkonflikt; Prädiktor
Abstract	Research Findings: We tested whether a universal classroom peer pairing intervention -- "Buddy Up" -- would strengthen dyadic peer interactions among preschoolers (N = 140; M[subscript age] = 56.49 months; 53.6% boys; 77.9% Latinx). The "Buddy Up" intervention was informed by Intergroup Contact Theory, which specifies the benefits of exposure to heterogeneous others. Teachers buddied children with other-gender peers. We hypothesized positive intervention effects on the quality of dyadic interactions overall and for other-gender interactions specifically. We also considered whether the effects would generalize (secondary transfer effects) to interactions with other-language peers (English and Spanish). Using a quasi-experimental design, we found intervention effects on improved peer interactions overall and for other-gender dyads. There was little evidence of improved interactions for other-language dyads. Same-gender dyads (notably girl-girl dyads) and same-language dyads (notably English-speaking dyads) also responded positively to the intervention. The use of dyadic peer interaction data during preschool represents an innovative feature of this study. Practice or Policy: "Buddy Up" facilitated positive peer interactions. This is a key building block through which social skills are built and friendships can grow. The findings suggest that early childhood teachers can successfully support students in developing relationships with peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01