Peer Relationships across the Preschool to School Transition

Autor/inn/en	Quinn, Marian; Hennessy, Eilis
Titel	Peer Relationships across the Preschool to School Transition
Quelle	In: Early Education and Development, 21 (2010) 6, S.825-842 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Peer Relationship; Friendship; Preschool Children; Foreign Countries; Early Intervention; Correlation; Predictor Variables; Interviews; Sociometric Techniques; Kindergarten; Ireland; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Freundschaft; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Korrelation; Prädiktor; Interviewing; Interviewtechnik; Soziometrie; Irland
Abstract	Research Findings: The aim of this longitudinal study was to explore peer relationships across the transition from preschool to school. Participants were 35 (17 male) children attending the Irish preschool initiative Early Start (M age = 49.31 months). Sociometric measures were employed on two occasions: at the end of preschool and in the first year of school. Results indicated that most preschoolers (83%) had at least one mutual friend, and by school age "all" children had at least one mutual friend. Almost one third (29%) of preschools and school-age children had a mutual best friend. Notably, "all" children made new friends in school. In addition, a number of friendships (18%) survived the preschool to school transition. Correlational analysis also suggested some stability in peer relationships from preschool into the first year of school. Exploratory multiple regression analyses showed that preschool peer variables predicted friendship status and social preference in school. Furthermore, best friendship in preschool uniquely predicted friendship in school, and best friend status in school was uniquely associated with social preference in school. Practice: Results have implications for parents' and early educators' promotion of children's friendships during the transition from preschool to school. (Contains 2 footnotes 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10