The Relation between Classroom Age Composition and Children's Language and Behavioral Outcomes: Examining Peer Effects

Autor/inn/en	Foster, Tiffany J.; Burchinal, Margaret; Yazejian, Noreen
Titel	The Relation between Classroom Age Composition and Children's Language and Behavioral Outcomes: Examining Peer Effects
Quelle	In: Child Development, 91 (2020) 6, S.2103-2122 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Foster, Tiffany J.) ORCID (Burchinal, Margaret) ORCID (Yazejian, Noreen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13410
Schlagwörter	Preschool Education; Preschool Children; Age Differences; Peer Influence; Student Behavior; Language Acquisition; Language Skills; Mixed Age Grouping + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Age; Difference; Age difference; Altersunterschied; Student behaviour; Schülerverhalten; Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz; Jahrgangsübergreifende Gruppe
Abstract	Grouping children of different ages in the same preschool classroom (i.e., mixed age) is widespread, but the evidence supporting this practice is mixed. A factor that may play a role in the relation between classroom age composition and child outcomes is peer skill. This study used a sample of 6,338 preschoolers (ages 3-5) to examine the influence of both classroom age composition and peer skill on children's behavioral and language outcomes. Results supported the growing literature indicating preschoolers' skills are higher when peer skill is higher, but differences related to classroom age composition were not found. These findings further support the view that peer skill plays an important role in preschool children's outcomes. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01