Poster #87 - Exploring Asian-Indian American preschool children’s peer engagement through classroom observations and parent’s perceptions

• In Event: Poster Session 15

Abstract

Peer engagement is a central element of individual development, with friends frequently acting as protective factors against varied negative outcomes (Bollmer et al., 2005; Criss et al., 2017; Laursen et al., 2007), and a lack of friends indicating detrimental outcomes for long-term behavior and mental health (Hay et al., 2004; Trentacosta & Shaw, 2009). The use of culture to better understand human development is another key topic in research, and numerous researchers have discussed how culture should be a part of all psychological research rather than just being utilized for cross-cultural studies (Kashima, 2016; Rogoff, 2003; Shweder, 1991). Literature on cultural differences in peer engagement is plentiful, but usually samples older children, focusses on cross-cultural analyses, and lacks studies within the diaspora (community living away from their homeland). Existing peer literature tends to compare children from disparate cultures (for e.g., ‘East versus West’) to observe differences, hence bolstering the narrative that geographically proximate cultures have similar behaviors and therefore can be lumped together. However, some studies have shown how similar cultures have nuanced cultural differences in peer engagement (Kawabata & Crick, 2013; Tulviste et al., 2010). Hence, cultural relativism is key to fully understanding every child in a classroom.
Given the lack of diasporic studies, there is a dearth of information about Asian-Indian American (AIA) preschoolers. AIAs are the second largest Asian ethnic group in the US, and 6.5% of this population is under the age of 5 (U.S. Census Bureau, 2021), meaning a sizeable representation in preschool. It is important to learn how they engage with peers, and how teachers or caregivers can help those that might need supports. Therefore, the current study explores how AIA preschool children engage with peers, and investigates how parents believe home culture affects the children’s peer relationships as well.
Data was collected from 3 AIA children (2 girls, 1 boy; Mage = 4) drawn from a larger study with preschool children in a large Midwestern state. This included observational data (on children’s peer interactions in the classroom; three hours per child on separate days) coded using a qualitative observation tool (created by the researcher). Hour long interviews with two parents were also conducted to get a deeper understanding about home culture and their children’s peer interactions.
The case studies revealed intriguing findings. Firstly, observations showed that all three children seemed to be purposeful in their interactions with peers and rarely exhibited impulsive behaviors. This meant that peer interactions were cordial and conflicts were solved through negotiation rather than arguments. Secondly, parents spoke about the importance of respect for elders which translates as a subtle understanding of hierarchy. The children interact more casually with children of the same age versus conceding more power when interacting with older children. Thirdly, language emerged as a factor contributing to communication issues for one child, leading to frustration and less interaction with peers. This might be because of the pandemic as this child had just begun preschool and hadn’t needed to use English for most prior interactions.

Author

• Sanchari Banerjee, University of Illinois at Urbana-Champaign
  Presenting Author