Peer Socialization as a Predictor of Young Children's Learning-Related Skills

• In Event: Factors Contributing to Young Children's Learning and Development

Abstract

Developmental scientists agree that social competence is central to understanding adaptive functioning in social contexts across the lifespan. In this cross-sectional study, we explore the benefits of peer transactions (competence and engagement) for children’s cognitive (e.g., executive functioning) and social/emotional (emotion regulation) capacities. Participants included 147 socio-demographically diverse 3- to 5-year-olds participating in Head Start Programs in the mid-wests. Findings suggest that both teacher-reported and directly assessed peer experiences predict behavioral, emotional, and cognitive regulatory skills. By using extensive observational data on peer transactions combined with teacher reports, our study offers new insight into links between social adaptation in the peer group and these critical learning-related skills during early childhood.

Authors

• Kristen L Bub, University of Georgia - Athens

• Erica Smolinski, University of Georgia

• Sanchari Banerjee, University of Illinois at Urbana-Champaign

• Kate Curry, University of Illinois at Urbana-Champaign

• Michelle Reed, University of Illinois