title: Peer effects on Head Start children's preschool competency.
abstract: The goals of this study were to investigate whether young children attending Head Start (N = 292; Mage = 4.3 years) selected peers based on their preschool competency and whether children's levels of preschool competency were influenced by their peers' levels of preschool competency. Children's peer interaction partners were intensively observed several times a week over 1 academic year. Social network analyses revealed that children selected peer interaction partners with similar levels of preschool competency and were influenced over time by their partners' levels of preschool competency. These effects held even after controlling for several child (e.g., sex and language) and family factors (e.g., financial strain and parent education). Implications for promoting preschool competency among Head Start children are discussed. (PsycINFO Database Record
authors.affiliation: T. Denny Sanford School of Social and Family Dynamics, Arizona State University.
authors.forename: Dawn
authors.initials: D
authors.lastname: DeLay
authors.affiliation: T. Denny Sanford School of Social and Family Dynamics, Arizona State University.
authors.forename: Laura D
authors.initials: LD
authors.lastname: Hanish
authors.affiliation: T. Denny Sanford School of Social and Family Dynamics, Arizona State University.
authors.forename: Carol Lynn
authors.initials: CL
authors.lastname: Martin
authors.affiliation: T. Denny Sanford School of Social and Family Dynamics, Arizona State University.
authors.forename: Richard A
authors.initials: RA
authors.lastname: Fabes
mesh_terms: D001076:Aptitude; D002675:Child, Preschool; D018479:Early Intervention, Educational; D004522:Educational Status; D005260:Female; D033062:Friends; D006801:Humans; D008297:Male; D010379:Peer Group; D012944:Social Support