Title: The role of language competence in building peer relationships in early childhood : a social network perspective
Source document: Studia paedagogica. 2021, vol. 26, iss. 2, pp. [11]-29
Extent
[11]-29
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2021-2-1
Stable URL (handle): https://hdl.handle.net/11222.digilib/143969
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Engaging in positive relationships with peers is highly important for children's learning and development. In the present study, social network analyses were used to investigate how children's language competence affects their peer relationships in the context of early childhood classrooms. A total of 13 classrooms (N = 248 children) participated. Children's language competence was measured using tests for oral communicative competence and receptive vocabulary knowledge. Furthermore, a sociometric method was used to obtain network data. Outcomes of social network analyses showed that children are more likely to form relationships with children with high and similar levels of receptive vocabulary knowledge. In addition, weak support was found for the hypothesis that children form relationships with children with high levels of oral communicative competence.
Note
This work was supported by Nationaal Regieorgaan Onderwijsonderzoek (NRO) [grant number 40.5.18500.023].
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[28] Lusher, D., Koskinen, J., & Robins, G. (2013). Exponential random graph models for social networks: Theory, methods, and applications. Cambridge University Press.
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[32] McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). Birds of a feather: Homophily in social networks. Annual review of sociology, 27(1), 415–444. https://doi.org/10.1146/annurev.soc.27.1.415 | DOI 10.1146/annurev.soc.27.1.415
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[34] Messick, S. (1989). Validity. In R. L. Linn (Ed.), The American council on education/Macmillan series on higher education. Educational measurement (pp. 13–103). Macmillan Publishing Co.
[35] Mulder, H., Hoofs, H., Verhagen, J., Van der Veen, I., & Leseman, P. P. M. (2014). Psychometric properties and convergent and predictive validity of an executive function test battery for two-year-olds. Frontiers in Psychology, 5, 1–17. https://doi.org/10.3389/fpsyg.2014.00733 | DOI 10.3389/fpsyg.2014.00733
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