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Peer relationships across the preschool to school transition
Author(s)
Date Issued
2010-11
Date Available
2010-12-17T15:46:05Z
Abstract
Research Findings: The aim of this longitudinal study was to explore peer relationships across the transition from preschool to school. Participants were 35 (17 male) children attending the Irish preschool initiative Early Start (M age = 49.31 months). Sociometric measures were employed on two occasions; at the end of preschool and in the first year of school. Results indicated that most preschoolers (83%) had at least one mutual friend and by school age, all children had at least one mutual friend. Almost one third (29%) of preschools and school age children had a mutual best friend. Notably, all children made new friends in school. In addition, a number of friendships (18%) survived the preschool to school transition. Correlational analysis also suggests some stability in peer relationships from preschool into the first year of school. Exploratory multiple regression analyses observed that preschool peer variables predicted friendship status and social preference in school. Furthermore, best friendship in preschool uniquely predicted friendship in school, and best friend status in school was uniquely associated with social preference in school . Practice: Results have implications for parents’ and early educators’ promotion of children’s friendships during the transition from preschool to school.
Sponsorship
Not applicable
Type of Material
Journal Article
Publisher
Routledge
Journal
Early Education and Development
Volume
21
Issue
6
Start Page
825
End Page
842
Copyright (Published Version)
2010 Taylor & Francis Group, LLC
Subject – LCSH
Friendship in children--Psychological aspects
Education, Preschool--Psychological aspects
Education, Primary--Psychological aspects
Child development
Web versions
Language
English
Status of Item
Peer reviewed
ISSN
1040-9289 print
1556-6935 online
This item is made available under a Creative Commons License
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