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Classroom dimensions predict early peer interaction when children are diverse in ethnicity, race, and home language |
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| Authors: | Carollee Howes Alison Wishard GuerraAllison Fuligni Eleanor ZuckerLinda Lee Nora B ObregonAsha Spivak |
| Institution: | a University of California, Los Angeles, United States b University of California, San Diego, United States c California State University, Los Angeles, United States d California Polytechnic State University, San Luis Obispo, United States |
| Abstract: | The purpose of this study was to test a model for predicting preschool-age children's behaviors with peers from dimensions of the classroom and teacher-child relationship quality when the children were from diverse race, ethnic, and home language backgrounds. Eight hundred children, (M = age 63 months, SD = 8.1 months), part of the National Evaluation of Early Head Start, participated in this study just prior to entering kindergarten. We observed children with peers in their classrooms and rated classroom peer group size, affective climate for peer interaction, teacher management of the classroom, and materials for dramatic play. Teachers reported on teacher-child relationship quality. Children from Spanish-speaking homes played similarly in classrooms where Spanish was and was not spoken. After control variables and receptive vocabulary scores were entered into the model, classroom dimensions and teacher-child relationship quality significantly predicted pretend play, anxious-withdrawn, aggressive, and victim of peer aggression behaviors with peers. Children engaged in more pretend play and received lower ratings of being the victim of peer aggression when classroom groups were smaller. When teachers perceived teacher-child relationships as lower in conflict and higher in closeness, children's anxious-withdrawn, aggressive, and victim of aggression ratings were lower. Children's ratings of being the victim of peer aggression were higher when ratings of classroom positive peer climate were lower. Child-teacher ethnic or racial match did not moderate these predictions. |
| Keywords: | Early peer relations Classrooms Teacher-child relationships |
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