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Continuity in Children’s Relations with Peers
Author(s) -
Howes Carollee,
Phillipsen Leslie
Publication year - 1998
Publication title -
social development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.078
H-Index - 91
eISSN - 1467-9507
pISSN - 0961-205X
DOI - 10.1111/1467-9507.00071
Subject(s) - psychology , developmental psychology , peer relations , social psychology , peer group
Social competence with peers of 55 (27 girls) children was examined from ages one to nine. In the toddler and preschool periods, social competence with peers was observed and rated by independent observers and rated by teachers. Teachers reported on children’s social competence with peers at age nine. Children who engaged in more complex play with peers as toddlers were more prosocial, engaged in complex play, were less withdrawn as preschoolers, and were less aggressive and withdrawn as nine‐year‐olds. Children who were more aggressive and withdrawn as preschoolers were more aggressive as nine‐year‐olds.