Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Environmental Influences on Intelligence01:29

Environmental Influences on Intelligence

Despite the strong genetic influence on traits like intelligence, environmental factors significantly shape outcomes. For example, while over 90% of height variation is due to genetic differences, environmental factors such as nutrition also have a notable impact. Similarly, for intelligence, changes in a child's surroundings can significantly alter their IQ. Research shows that enriched environments boost children's academic success and help them develop key cognitive skills. Children from...
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Influence of Parents and Peers on Identity01:23

Influence of Parents and Peers on Identity

Adolescence is a pivotal period of identity formation, during which individuals begin to answer questions central to their sense of self, such as "Who am I?" and "Who do I hope to become?" Both parents and peers play critical roles in guiding adolescents through this complex developmental phase.
Parental Influence on Identity Development
Parents serve as primary guides and managers in an adolescent's life, offering support instrumental in decision-making and personal growth. This guiding role...
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
Sources of Self-Esteem I: Family Experience01:18

Sources of Self-Esteem I: Family Experience

Self-esteem, a crucial component of psychological development, is significantly shaped by familial experiences. The early parent-child relationship serves as a foundational influence on a child's self-concept, with long-lasting effects extending into adolescence and adulthood.Parental Behaviors and Early Self-Esteem FormationEmpirical studies have identified four principal parental behaviors that foster healthy self-esteem in children. These include expressions of acceptance, affection, and...
Relationship with Other Adult Family Members and Siblings01:29

Relationship with Other Adult Family Members and Siblings

Other adult family members and siblings play a crucial role in shaping children’s social and emotional development. While parents or primary caregivers are often the central figures in early attachment and socialization, other adults in a child’s life, such as grandparents, aunts, and uncles, can significantly influence developmental outcomes. These influences depend on each adult’s personality and may help compensate when a primary caregiver is emotionally distant or inconsistent. For...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Age-stratified association between blood pressure and clinical outcomes in maintenance hemodialysis patients.

International urology and nephrology·2026
Same author

From what is wrong to what is strong: Using tiered frameworks to identify early literacy strengths in Black preschool-age children.

School psychology (Washington, D.C.)·2026
Same author

Associations Between Body Mass Index and Clinical Outcomes Stratified by Age in Patients Undergoing Maintenance Hemodialysis.

Hemodialysis international. International Symposium on Home Hemodialysis·2026
Same author

Association between blood pressure and clinical outcomes in patients undergoing maintenance hemodialysis.

BMC nephrology·2026
Same author

Comparison of hybrid-and mono-pathotype Escherichia coli isolates from South Korea based on whole genome analysis and cytotoxicity assay.

Journal of biomedical science·2026
Same author

Process optimization of centrifugal dehydration-hydrocolloid pretreatments for quality preservation of frozen kimchi.

Scientific reports·2026

Related Experiment Video

Updated: Jul 16, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Peer effects on low-income children's learning and development.

Ji Young Choi1, Sherri Castle2, Margaret Burchinal3

  • 1Department of Human Development & Family Studies, Iowa State University, United States of America.

Journal of School Psychology
|November 23, 2018
PubMed
Summary

Peer self-regulation skills positively impact children's own self-regulation development in preschool classrooms. However, peer vocabulary skills did not influence language development, and social-emotional skills did not cross-domain affect vocabulary.

Keywords:
Early care and educationHead StartPeer effects

More Related Videos

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
06:52

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

Published on: September 17, 2019

Limited Bedding and Nesting as a Model for Early-Life Adversity in Mice
04:20

Limited Bedding and Nesting as a Model for Early-Life Adversity in Mice

Published on: July 12, 2024

Related Experiment Videos

Last Updated: Jul 16, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
06:52

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

Published on: September 17, 2019

Limited Bedding and Nesting as a Model for Early-Life Adversity in Mice
04:20

Limited Bedding and Nesting as a Model for Early-Life Adversity in Mice

Published on: July 12, 2024

Area of Science:

  • Child Development
  • Educational Psychology
  • Social Neuroscience

Background:

  • Peer interactions significantly influence early childhood development.
  • Social-emotional (S-E) functioning and receptive vocabulary are key preschool domains.
  • Understanding peer effects is crucial for optimizing classroom environments.

Purpose of the Study:

  • To investigate peer effects on children's social-emotional functioning and receptive vocabulary.
  • To examine if peers' baseline skills predict children's gains in these domains.
  • To explore cross-domain peer influences in preschool.

Main Methods:

  • Longitudinal study of 78 Head Start classrooms across 12 U.S. sites.
  • Data collected at the beginning and end of the school year.
  • Analysis included over 75% of children per classroom, focusing on receptive vocabulary and S-E functioning.

Main Results:

  • Children in classrooms with higher average peer behavior problems showed increased behavior problems.
  • Children in classrooms with higher average peer self-regulation demonstrated greater gains in self-regulation.
  • Peer self-regulation positively impacted children's self-regulation, especially for those with higher baseline skills.
  • No significant peer effects were found for receptive vocabulary development or cross-domain influences.

Conclusions:

  • Peer social-emotional functioning, particularly self-regulation, influences children's development within the same domain.
  • Classroom composition regarding peer self-regulation may impact individual children's S-E development.
  • Future research should explore mechanisms of peer influence and potential interventions.