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…

The intent of this study was to examine the development of peer interaction in low-income Mexican-heritage families in the United States. Eighty-eight children (44 girls) were observed and mothers interviewed when children were 14, 24, 36, and 54 months old. We used the Attachment Q-Set (Waters, 1990), the Peer Play Scale (Howes & Matheson, 1992),…

This short-term longitudinal study examined changes over time in social competence with peers as a function of child and classroom characteristics. One hundred and seventy ethnically diverse low-income children, all new to their peer groups, entered childcare classrooms with heterogeneous entry policies and ethnic/racial compositions. We observed…

A sample of eight 19-month-old toddlers were observed during free play at home, with and without a familiar toddler playmate. With the peer present, there was significantly more high-level play with toys and less low-level play with toys than with the peer absent. (Author/JH)

Studied 24 pairs of 4-year olds, including long-term friend, short-term friend, and never-friend dyads. Long-term friends were more likely than children of other friendship status groups to use communicative behavior that extended pretend play in a more complex way. (DR)

Studies social play and social and solitary pretend play in well-acquainted toddlers aged 14-38 months in order to describe a sequence of progressively more complex social pretend play forms. Results indicate that social pretend play forms emerge later than comparable solitary pretend and social play forms. (RJC)

Sex cleavages in toddler and preschool peer groups were investigated in two studies. In the first study, playmate preferences and initiations and responses to friends were examined during the free play of toddlers in day care centers. In the second study, cross-sex friendships in toddlers and preschool children were examined. (PCB)

Reviewed is research that describes how forms and features of child care systems can influence the development of social competency with peers during the infancy to preschool periods. Interactions between child care and familial systems in influencing social competency with peers are also examined.

Peer interaction, social status, and reciprocated friendships in two ethnically diverse groups of elementary school children were examined. (PCB)

Suggests that the three articles on pretend play in this journal expand knowledge of pretend and social pretend play. Notes that the ultimate value of these articles lies in their exploration of the integration of affective, communicative, and cognitive processes as children construct shared social reality in pretend play. (MM)

The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language…

Examined the influence of changes in child-care teachers and changes in teacher-child relationships on children's social competence with peers. Both changes in primary teachers and changes in teacher-child relationships were associated with changes in children's social competence with peers. (Author/BB)

Are children's same-sex affiliations due to genetically sex-linked behavioral tendencies or are they a result of power and privilege differentials in the larger society that discourage girls from engaging in cross-sex interaction? Sex cleavages in naturally occurring toddler peer groups were investigated by examining playmate preferences and…

Examined mother and teacher correlates of social competence with familiar and unfamiliar peers in 84 children who had entered child care in 4 different waves. Found relationships with initial teachers and those at age four were related to social competence with peers. Maternal attachment relationships at 12 months and at 4 years did not predict…

Examined quality of children's relationships over time. Found that 9-year-olds' perceptions of teacher-student relationships were associated with teachers' ratings and were predicted by the quality of relationships with first teachers. Perceptions of mother-child relationships were consistent with earlier attachment security. Perceptions of…