Research Article
23 October 2021

Developmental Trajectories of Negative Peer Play in Preschool: Predictors and Outcomes

Publication: Journal of Comparative Family Studies
Volume 52, Number 3

Abstract

Abstract

This study aims to identify age-related trajectories of preschoolers’ negative peer play, their predictors, and school-related outcomes. The participants were 1,547 children in the Panel Study on Korean Children and their teachers and parents. Using latent class growth analysis, we identified negative peer play trajectories of children between 4 and 6 years old. Analyses of variances were conducted to investigate whether children’s school readiness at 6 years old differed between the trajectories. Finally, multinomial logistic regressions were conducted to explore how teacher-child interactions influenced membership in the trajectories. Three developmental trajectories of play disruption were found: “Low” (64.3%), “Constant-higher” (34.3%), and “U-curve” (1.4%). In the case of play disconnection, four trajectories were found: “Low-increase” (57.6%), “Moderate-decrease” (26.5%), “Sharp-increase” (10.1%), and “High-decrease” (5.8%). The trajectories of play disruption were related to social and emotional development and approach to learning. The trajectories of play disconnection were related to all aspects of school readiness including social and emotional development, approach to learning, communication, and cognitive development. Teacher-child interactions that encourage children’s prosocial behaviors and positive peer interactions predicted likely membership in “Low-increase” play disconnection development. Also, teachers’ affectionate and sensitive qualities during the interaction with children predicted a “Low” trajectory of play disruption. Together, the results emphasized the protective power of positive teacher-child interactions in the development of preschool negative peer play. Based on the findings, policy implications are discussed with regard to teacher education.

Résumé

Cette étude a pour but d´identifier chez les enfants de la maternelle les trajectoires négatives de jeu avec les pairs liées a l´âge, les indicateurs et les résultats scolaires. Les participants ont été 1547 enfants du Panel d´étude sur les enfants coréens, et leurs enseignants. L´analyse de croissance de classe latente a permis d´identifier des trajectoires négatives de jeu avec des pairs chez des enfants de 4 à 6 ans. Les analyses des variances ont été menées pour examiner si la préparation scolaire des enfants de 6 ans était différente selon les trajectoires. Finallement, les régressions logistiques multinomiales ont été menées pour explorer comment les intéractions enseignant-élève ont influencé l´appartenance aux trajectoires. Nous avons trouvé trois trajectoires développementales concernant le jeu interrompu: “basse” (64.3%), “haute-constante” (34.3%), “Courbe U” (1.4%). Nous avons trouvé quatre trajectoires concernant le jeu déconnecté: “basse-croissante” (57.6%), “modérée-décroissante” (26.5%), “aigue-croissante” (10.1%), “haute-décroissante” (5.8%). Les trajectoires de jeu interrompu avaient un lien avec le développement social et émotionnel et l´approche d´apprentissage. Les trajectoires de jeu déconnecté avaient un lien avec les quatre aspects de la préparation scolaire. Les intéractions enseignant-élève qui encouragent les comportements prosociaux ont prédit l´appartenance probable à une trajectoire “basse-croissante” de jeu déconnecté. De plus, les qualités d´affection et de sensibilité des enseignants ont prédit une trajectoire “basse” concernant le jeu interrompu. Les résultats ont souligné le pouvoir protecteur des intéractions positives enseignant-élève dans le développement négatif du jeu avec des pairs. Les implications des mesures à l´égard de l´éducation des enseignants sont présentées.

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Information & Authors

Information

Published In

Go to Journal of Comparative Family Studies
Journal of Comparative Family Studies
Volume 52Number 32021
Pages: 447 - 479

History

Published in print: 2021
Published online: 23 October 2021

Keywords:

  1. negative peer play
  2. play disruption
  3. play disconnection
  4. school readiness
  5. teacher-child interaction
  6. developmental trajectories
  7. latent class growth analysis

Mots-clés :

  1. jeu avec des pairs négatifs
  2. jeu interrompu
  3. jeu déconnecté
  4. préparation scolaire
  5. intéraction enseignant-élève
  6. trajectoires développementales
  7. analyse de croissance de classe latente

Authors

Affiliations

The Incheon Institute, Simgok-ro 98, Seo-gu, Incheon, Korea ([email protected]). https://orcid.org/0000-0002-4467-4598
Corresponding author: 222-420, Seoul National University, Gwanak-ro 1, Gwanak-gu, Seoul, Korea ([email protected]).
Seoul National University, Gwanak-ro 1, Gwanak-gu, Seoul, Korea ([email protected]). https://orcid.org/0000-0002-1193-5771

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Suhyun Lee, Seri Kim, and Kangyi Lee
Journal of Comparative Family Studies 2021 52:3, 447-479

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