Exploring the Mechanism through Which Peer Effects Operate in Preschool Classrooms to Influence Language Growth

Autor/inn/en	Chen, Jing; Justice, Laura M.; Tambyraja, Sherine R.; Sawher, Brook
Titel	Exploring the Mechanism through Which Peer Effects Operate in Preschool Classrooms to Influence Language Growth
Quelle	53 (2020), S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Chen, Jing) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
Schlagwörter	Peer Influence; Preschool Children; Preschool Education; Students with Disabilities; Language Acquisition; Interaction; Peer Relationship; Inclusion; Correlation; Individual Differences; Family Characteristics; Classroom Environment; Resources; Language Skills; Ohio; Pennsylvania; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sprachaneignung; Spracherwerb; Interaktion; Peer-Beziehungen; Inklusion; Korrelation; Individueller Unterschied; Klassenklima; Unterrichtsklima; Betriebsmittel; Hilfsmittel; Language skill; Sprachkompetenz
Abstract	Peer-effects research finds that preschool children's language growth is associated with classmates' skills and that children with disabilities especially benefit from classmates with higher skills. The current study estimates the amount of "peer language resources" individual children access through their classroom-based peer social interactions, which represents an aggregation of peers' language skills weighted by teacher-perceived interaction intensities between dyads. Participants were 448 children (57% boys, 40% with disabilities, M[subscript age]= 52.29 months) from 58 inclusive preschool classrooms. Results showed a significant variation of peer language resources within classrooms and indicated that children with disabilities had significantly fewer peer language resources, although peer language resources showed a stronger association with their language growth than that of typically developing children. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01