Peer Effects on Low-Income Children's Social and Language Development

• In Event: Roundtable Session 10
  In Roundtable Session: Public Early Childhood Education: Policy and Equity Considerations

Abstract

This study examined the extent to which children’s behavior problems and language skills were related to classroom peers’ behavior problems and language skills. This study used data from 1,249 preschoolers in 78 classrooms across 12 sites participating in a program evaluation study for a national network of high quality ECE programs serving primarily low-income children. The results showed that children with peers having higher behavioral problems demonstrated more behavioral problems approximately six months later compared to children who had class peers with less behavioral problems. Furthermore, interaction effects, in general, indicated that children presented more positive outcomes when they were with peers presenting similar levels of skills to themselves. Study implications and scientific significance of the study will be discussed.

Authors

• Ji Young Choi, Iowa State University

• Sherri L. Castle, University of Oklahoma-Tulsa

• Margaret R. Burchinal, University of North Carolina - Chapel Hill

• Diane M. Horm, University of Oklahoma

• Shannon S. Guss, Early Childhood Education Institute - University of Oklahoma-Tulsa

• Gary E. Bingham, Georgia State University

• Nancy K. File, University of Wisconsin - Milwaukee

• Caroline Ann Taromino, The Ounce of Prevention Fund