Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct.
Abstract
The study employed multivariate techniques to examine whether low-income preschool children’s peer play interactions relate to learning behaviors and problem behaviors, and differ according to age and gender. The authors also discuss implications for future research and educational practice.
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Positive engagement with peers extends young children's attention and helps them encode and retrieve information.
“a number of studies have found positive engagement with peers to extend children’s attention, to support encoding and retrieval of information”
From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Coolahan et al. 2000
Positive engagement with peers supports early reading and mathematics outcomes.
“to support key outcomes such as early reading and mathematics (Bryan & Bryan 1991, Coolahan et al. 2000, Fuchs et al. 2001).”
From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Coolahan et al. 2000
Prosocially oriented children who are more likely to approach and play with peers demonstrate greater attention, persistence, and more positive attitudes toward learning across the school year than more socially reticent children.
“Prosocially oriented children who are more likely to approach and play with peers have also been found to demonstrate greater attention, persistence, and more positive attitudes toward learning across the school year than do more socially reticent children”
From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Coolahan et al. 2000
Cited by
Sorted by citations
School Readiness and Self-Regulation: A Developmental Psychobiological Approach
Blair, C., & Raver, C. C. (2015) · Annual Review of Psychology · doi:10.1146/annurev-psych-010814-015221 · Cited by 1,240 · see citing works
Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program
Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., Nelson, K. E., & Gill, S. (2008) · Child Development · doi:10.1111/j.1467-8624.2008.01227.x · Cited by 884 · see citing works
Social-emotional competence as support for school readiness: What is it and how do we assess it?
Denham, S. A. (2006) · Early Education & Development · doi:10.1207/s15566935eed1701_4 · Cited by 879 · see citing works
Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008) · Development and Psychopathology · doi:10.1017/s0954579408000394 · Cited by 720 · see citing works
Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013) · Early Education and Development · doi:10.1080/10409289.2013.825565 · Cited by 272 · see citing works
Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., & de Sá, A. B. (2015) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2015.01.006 · Cited by 195 · see citing works
The relationship between social behavior and emergent literacy among preschool boys and girls
Doctoroff, G. L., Greer, J. A., & Arnold, D. H. (2006) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2005.12.003 · Cited by 83 · see citing works
Rouse, H. L., & Fantuzzo, J. W. (2006) · School Psychology Review · doi:10.1080/02796015.2006.12087971 · Cited by 83 · see citing works
Self-citationAre sluggish cognitive tempo symptoms associated with executive functioning in preschoolers?
Tamm, L., Brenner, S. B., Bamberger, M. E., & Becker, S. P. (2018) · Child Neuropsychology · doi:10.1080/09297049.2016.1225707 · Cited by 61 · see citing works
- Authors
- Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P.
- Affiliations
- Mathematica Policy Research (US)
- ORCID
- Mendez, Julia
- Venue
- Journal of Educational Psychology
- Published
- 2000
- Volume
- 92
- Issue
- 3
- Pages
- 458-465
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W1974599344
- Cited by
- 429
- References
- 0
- Citations by year
- 2026: 5 · 2025: 15 · 2024: 12 · 2023: 21 · 2022: 17 · 2021: 23 · 2020: 25 · 2019: 24 · 2018: 31 · 2017: 15 · 2016: 28 · 2015: 36 · 2014: 26 · 2013: 25 · 2012: 19
- FWCI
- 39.11
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- peer interaction, readiness to learn, learning behavior, behavioral problems, low-income children, age differences, gender differences, early childhood education
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