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Predicting kindergarten peer social status from toddler and preschool problem behavior
Susan Phillips Keane1, Susan D Calkins
1Department of Psychology, University of North Carolina at Greensboro, Greensboro, North Carolina 27402, USA. spkeane@uncg.edu
Journal of Abnormal Child Psychology
|August 13, 2004
Summary
Early problem behaviors predict peer acceptance. Specific kindergarten actions, like aggression in boys and sneaky behavior in girls, explain this link, highlighting gender differences in social development.
Area of Science:
- Developmental Psychology
- Social Psychology
- Childhood Behavior
Background:
- Understanding predictors of peer social preference is crucial for early intervention.
- Early childhood behavior patterns can significantly impact social integration.
- Peer relationships in early years form the foundation for social development.
Purpose of the Study:
- To identify toddler and preschool predictors of early peer social preference.
- To examine the mediating role of kindergarten behaviors in this relationship.
- To explore potential gender differences in the developmental pathways.
Main Methods:
- Longitudinal study tracking children from toddler to kindergarten.
- Utilized parent and teacher observations for behavioral and social functioning.
- Assessed kindergarten social behavior and peer social preference via sociometric techniques.
Main Results:
- Toddler externalizing behavior and preschool problem behaviors predicted kindergarten peer liking.
- This association was mediated by specific kindergarten behaviors.
- Overt aggression mediated for boys; sharing and sneaky behavior mediated for girls.
Conclusions:
- Specific peer-group behaviors in kindergarten account for the link between early problem behaviors and peer status.
- Gender plays a significant role in mediating these developmental trajectories.
- Interventions should consider gender-specific behaviors for effective social skill development.