Gender Differences in the Relationship between Oral Communicative Competence and Peer Rejection: An Explorative Study in Early Childhood Education

Autor/inn/en	van der Wilt, Femke; van Kruistum, Claudia; van der Veen, Chiel; van Oers, Bert
Titel	Gender Differences in the Relationship between Oral Communicative Competence and Peer Rejection: An Explorative Study in Early Childhood Education
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 6, S.807-817 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2015.1073507
Schlagwörter	Gender Differences; Peer Relationship; Social Distance; Oral Communication Method; Communicative Competence (Languages); Early Childhood Education; Sociometric Techniques; Statistical Analysis; Correlation; Foreign Countries; Netherlands (Amsterdam) + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Peer-Beziehungen; Oral communication; Mündliche Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Soziometrie; Statistische Analyse; Korrelation; Ausland
Abstract	This study investigated gender differences in the relationship between oral communicative competence and peer rejection in early childhood education. It was hypothesized that children with poorer oral communicative competence would be rejected by their peers more frequently and that the strength of this relationship would differ for boys and girls. A sample of N = 54 children was tested on the Nijmegen Test for Pragmatics (NPT) to measure their oral communicative competence, defined as their ability to use language appropriately in a particular situation. Further, a sociometric method was used to measure the level of peer rejection and peer acceptance. No relationship was found between oral communicative competence and peer rejection. However, a positive relationship was observed between oral communicative competence and peer acceptance. Interestingly, this relationship only applied to boys. It is suggested that early childhood education teachers trying to enhance peer acceptance should take the promotion of oral communicative competence into account. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01