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The breadth of peer relationships among preschoolers: an application of the Q-connectivity method to externalizing

Laura D Hanish1, Carol Lynn Martin, Richard A Fabes

  • 1Program in Family and Human Development, School of Social and Family Dynamics, Arizona State University, Box 873701, Tempe, AZ 85287-3701, USA. laura.hanish@asu.edu

Child Development
|August 23, 2008
PubMed

Insights

Preschoolers with externalizing behaviors interact with many peers initially but quickly form smaller, selective peer groups. This social selectivity is linked to their behavior patterns in early childhood.

Area of Science:

  • Developmental Psychology
  • Childhood Social Behavior
  • Peer Interaction Studies

Background:

  • Understanding social breadth in preschoolers is crucial for identifying behavioral patterns.
  • Externalizing behaviors in early childhood can impact peer relationship development.
  • Previous research has not fully explored the dynamic nature of social networks in relation to these behaviors.

Purpose of the Study:

  • To examine the social breadth of preschoolers, defined by peer interaction frequency and number.
  • To investigate the relationship between social breadth and externalizing behaviors in preschoolers.
  • To analyze how age, sex, and classroom environment influence social breadth and its connection to behavior.

Main Methods:

  • Utilized the Q-connectivity method to assess social breadth among preschoolers (mean age 48.7 months).
  • Analyzed the frequency and patterns of peer interactions.
  • Controlled for effects of age, sex, and classroom on social breadth before examining behavioral correlations.

Main Results:

  • Preschoolers exhibiting externalizing behaviors had occasional interactions with most classmates.
  • These children's peer networks rapidly became selective, focusing on a small group for repeated interactions.
  • Significant effects of age and classroom were found on social breadth, but no sex effects were observed.

Conclusions:

  • Externalizing behaviors in preschoolers are associated with a shift towards selective peer engagement.
  • Social network dynamics, specifically network selectivity, are relevant to understanding childhood externalizing behaviors.
  • Age and classroom context are important factors influencing preschoolers' social breadth.

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