Poster #42 - Preschool Peer Play Behaviors on Peer Relationship and School Adjustments in Early and Middle Childhood

• In Event: Poster Session 16

Abstract

Peer play behaviors have been linked to social incompetence, behavioral self-regulation, learning behaviors, and academic skills (Bailey & Bulotsky-Shearer, 2022; Cohen & Mendez, 2009; Hwang, 2009). These factors, in turn, predict children’s school adjustment (Demirtaş-Zorbaz & Ergene, 2019; Magdalena, 2013). This study aims to explore the longitudinal pathways of preschoolers’ peer play behaviors on their peer relationship in lower elementary and school adjustment in upper elementary. This study contributes to current literature in two ways. Contrary to past research that has largely been concerned with the implications of peer play behaviors among the less advantaged children (i.e., Bailey & Bulotsky-Shearer, 2022; Coolahan et al., 2000), the sample in this study comprises of Korean children from the general population, hence consisting of a diverse range of backgrounds. Secondly, data collected over the span of five years were analyzed. The primary hypothesis is that that peer play behavior at age 6 predicts peer relationship indicators at age 9, which predicts school adjustment at age 11.
Secondary data from the Panel Study on Korean Children (PSKC) were used. The PSKC is a nation-wide longitudinal study that has been monitoring the development of children from 2,150 households since their birth in South Korea. This study utilizes data on peer play behaviors from wave 7 (2014), social immaturity, peer disputes, and peer attachment from wave 10 (2017), and school adjustment from the most recently released data of wave 12 (2019).
Descriptive statistics and bivariate correlations were computed using SPSS 27. Using KMO and Bartlett’s test, factor analyses were conducted on all latent variables (peer play behaviors, peer attachment, and school adjustment). Internal consistency was ideal. Expectation-maximization technique was used to estimate missing values. Path model analysis was conducted using AMOS 27.
Both direct and indirect, and concurrent and longitudinal effects were identified (Figure 1). Results support the main hypothesis. Peer play behaviors at age 6 significantly predicted social immaturity, peer disputes, and peer attachment at age 9, all of which significantly predicted school adjustment at age 11. In other words, peer play behaviors that were categorized by greater positive interaction and lower disruptive and disconnected experiences predicted better peer relationships (i.e., secure peer attachment, social maturity, and less frequent peer disputes) three years later. These children reported better adjustments to the academic and social demands of school in fifth grade. Concurrently, social immaturity and frequency of peer dispute negatively predicted peer attachment. Seven significant indirect pathways were also identified, albeit their relatively small effect sizes (Table 1).
Results from this study suggest that children’s behaviors and experiences during preschool peer play may be predictive of later social skills and school adjustments. In the context of preschoolers’ peer play, adults’ role as an observer may be crucial. Adult guidance encouraging positive interactions during early peer play may have implications on the development of peer relationships and school adjustments. Secondly, in addition to academic factors, social factors also significantly predict school adjustment. Our results accentuate the importance of play and social development in children’s school adjustment.

Authors

• Joy Wang, Sungkyunkwan University
  Presenting Author

• Jihyun Sung, Sungkyunkwan University