Peer and group relationships in preschoolers: the role of social and linguistic skills

Mazzanti, Chiara (2011) Peer and group relationships in preschoolers: the role of social and linguistic skills, [Dissertation thesis], Alma Mater Studiorum Università di Bologna. Dottorato di ricerca in Psicologia sociale, dello sviluppo e delle organizzazioni, 22 Ciclo. DOI 10.6092/unibo/amsdottorato/3381.
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Abstract

Being able to positively interact and build relationships with playmates in preschool years is crucial to achieve positive adjustment. An update review and two studies on such topics were provided. Study 1 is observational; it investigates the type of social experience in groups (N = 443) of children (N = 120) at preschool age in child-led vs. teacher-led contexts. The results revealed that in child-led contexts children were more likely to be alone, in dyads, and in small peer groups; groups were mostly characterized by same-gender playmates who engaged in joint interactions, with few social interactions with teachers. In teacher-led contexts, on the other hand, children were more likely to be involved in small, medium and large groups; groups were mostly characterized by other-gender playmates, involved in parallel interactions, with teachers playing a more active role. The purpose of Study 2 was to describe the development of socio-emotional competence, temperamental traits and linguistic skill. It examined the role of children’s reciprocated nominations (=RNs) with peers, assessed via sociometric interview, in relation to socio-emotional competence, temperamental traits and linguistic skill. Finally, the similarity-homophily tendency was investigated. Socio-emotional competence and temperamental traits were assessed via teacher ratings, linguistic skill via test administration. Eighty-four preschool children (M age = 62.53) were recruited within 4 preschool settings. Those children were quite representative of preschool population. The results revealed that children with higher RNs showed higher social competence (tendency), social orientation, positive emotionality, motor activity and linguistic skill. They exhibited lower anxiety-withdrawal. The results also showed that children prefer playmates with similar features: social competence, anger-aggression (tendency), social orientation, positive emotionality, inhibition to innovation, attention, motor activity (tendency) and linguistic skill. Implications for future research were suggested.

Abstract
Tipologia del documento
Tesi di dottorato
Autore
Mazzanti, Chiara
Supervisore
Dottorato di ricerca
Scuola di dottorato
Scienze umanistiche
Ciclo
22
Coordinatore
Settore disciplinare
Settore concorsuale
Parole chiave
Peer interaction peer relationships peer group socio-emotional competence temperamental traits linguistic skill
URN:NBN
DOI
10.6092/unibo/amsdottorato/3381
Data di discussione
16 Giugno 2011
URI

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