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Using the Q‐connectivity method to study frequency of interaction with multiple peer triads: Do preschoolers' peer group interactions at school relate to academic skills?
Author(s) -
Hanish Laura D.,
Barcelo Hélène,
Martin Carol Lynn,
Fabes Richard A.,
Holmwall Jennifer,
Palermo Francisco
Publication year - 2007
Publication title -
new directions for child and adolescent development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.628
H-Index - 59
eISSN - 1534-8687
pISSN - 1520-3247
DOI - 10.1002/cd.198
Subject(s) - psychology , peer group , developmental psychology , social network analysis , social relation , task (project management) , social psychology , computer science , management , world wide web , economics , social media
A new social network method shows that young children vary in their abilities to interact with multiple peer groups and to maintain group interactions over time. Learning how to competently sustain group interactions is an important developmental task for preschoolers and is associated with enhanced school readiness, particularly for girls.