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Kindergarteneres' Peer Relationships and Early School Absenteeism.
Arya Ansari1,2, Qingqing Yang1, Kelly M Purtell1,2
1Department of Human Sciences, College of Education and Human Ecology, The Ohio State University.
Journal of Applied Developmental Psychology
|July 24, 2023
Summary
Kindergarten peer relationships did not predict school absenteeism, nor was absenteeism generally linked to relationship changes. However, absenteeism impacted peer relationships more in children from less educated households.
Area of Science:
- Child Development
- Educational Psychology
- Sociology of Education
Background:
- Peer relationships are crucial for early school adjustment.
- School absenteeism in kindergarten can have long-term consequences.
- Understanding the interplay between peer relations and attendance is vital.
Purpose of the Study:
- To investigate the association between peer relationships and school absenteeism in kindergartners.
- To examine if positive peer relationship development is influenced by time spent in school.
- To explore potential moderating factors, such as socioeconomic status, in these associations.
Main Methods:
- Short-term longitudinal study design.
- Data collected from 801 kindergartners across 64 classrooms and 15 schools.
- Covariate-adjusted regression models used for analysis.
Main Results:
- Kindergartners' relational bonds were not predictive of school absenteeism.
- Absenteeism did not significantly affect the development of peer relationships.
- A notable finding was that absenteeism more strongly predicted peer relationship changes in children from less educated households.
Conclusions:
- Peer relationships in kindergarten may be more resilient to absenteeism than previously thought.
- Socioeconomic factors, like household education level, may influence the impact of absenteeism on social development.
- Further research is needed to understand the nuanced relationship between attendance, peer interactions, and socioeconomic background.
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