Popular, rejected, neglected, controversial or average: Do children from different sociometric groups differ in their level of oral communicative competence?

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Abstract

Children’s sociometric status refers to their position within the peer group and plays a major role in their future social-cognitive development. It is therefore important to investigate factors that are related to it. Although it has been suggested that one of these factors is children’s level of oral communicative competence, little attention has been paid to its potential role. Therefore, the present study investigated sociometric group differences in the level of oral communicative competence in a sample of N = 570 children in early childhood education. Sociometric status was measured using a nomination procedure. Based on peer nominations, children were categorized into five sociometric groups: (1) popular (generally well-liked), (2) rejected (generally disliked), (3) neglected (low visibility and neither liked nor disliked), (4) controversial (high visibility and both liked and disliked), and (5) average (at or about the mean on both likability and visibility). In addition, children’s level of oral communicative competence was assessed with the Nijmegen Test for Pragmatics. Results of multi-level analyses revealed significant sociometric group differences: Children who were rejected or neglected by their peers exhibited lower levels of oral communicative competence than average children. Based on these findings, early childhood teachers are encouraged to pay more explicit attention to the promotion of their pupils’ oral communicative competence.
Translated title of the contributionPopular, rejected, neglected, controversial or average: Do children from different sociometric groups differ in their level of oral communicative competence?
Original languageDutch
Pages (from-to)29-51
Number of pages23
JournalPedagogiek
Volume39
Issue number1
DOIs
Publication statusPublished - 1 May 2019

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communicative competence
Group
childhood
cognitive development
peer group
social development
pupil
pragmatics
promotion
teacher
education

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@article{95957d35a8da49b38b542ca9e23bfc45,
title = "Populair, afgewezen, genegeerd, controversieel of gemiddeld: Zijn er verschillen in het niveau van mondelinge communicatieve competentie tussen kinderen met een verschillende sociometrische status?",
abstract = "Children’s sociometric status refers to their position within the peer group and plays a major role in their future social-cognitive development. It is therefore important to investigate factors that are related to it. Although it has been suggested that one of these factors is children’s level of oral communicative competence, little attention has been paid to its potential role. Therefore, the present study investigated sociometric group differences in the level of oral communicative competence in a sample of N = 570 children in early childhood education. Sociometric status was measured using a nomination procedure. Based on peer nominations, children were categorized into five sociometric groups: (1) popular (generally well-liked), (2) rejected (generally disliked), (3) neglected (low visibility and neither liked nor disliked), (4) controversial (high visibility and both liked and disliked), and (5) average (at or about the mean on both likability and visibility). In addition, children’s level of oral communicative competence was assessed with the Nijmegen Test for Pragmatics. Results of multi-level analyses revealed significant sociometric group differences: Children who were rejected or neglected by their peers exhibited lower levels of oral communicative competence than average children. Based on these findings, early childhood teachers are encouraged to pay more explicit attention to the promotion of their pupils’ oral communicative competence.",
author = "{van der Wilt}, F.M. and {van der Veen}, Chiel and {van Kruistum}, C.J. and {van Oers}, Bert",
year = "2019",
month = "5",
day = "1",
doi = "10.5117/PED2019.1.003.WILT",
language = "Dutch",
volume = "39",
pages = "29--51",
journal = "Pedagogiek",
issn = "1567-7109",
number = "1",

}

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T2 - Zijn er verschillen in het niveau van mondelinge communicatieve competentie tussen kinderen met een verschillende sociometrische status?

AU - van der Wilt, F.M.

AU - van der Veen, Chiel

AU - van Kruistum, C.J.

AU - van Oers, Bert

PY - 2019/5/1

Y1 - 2019/5/1

N2 - Children’s sociometric status refers to their position within the peer group and plays a major role in their future social-cognitive development. It is therefore important to investigate factors that are related to it. Although it has been suggested that one of these factors is children’s level of oral communicative competence, little attention has been paid to its potential role. Therefore, the present study investigated sociometric group differences in the level of oral communicative competence in a sample of N = 570 children in early childhood education. Sociometric status was measured using a nomination procedure. Based on peer nominations, children were categorized into five sociometric groups: (1) popular (generally well-liked), (2) rejected (generally disliked), (3) neglected (low visibility and neither liked nor disliked), (4) controversial (high visibility and both liked and disliked), and (5) average (at or about the mean on both likability and visibility). In addition, children’s level of oral communicative competence was assessed with the Nijmegen Test for Pragmatics. Results of multi-level analyses revealed significant sociometric group differences: Children who were rejected or neglected by their peers exhibited lower levels of oral communicative competence than average children. Based on these findings, early childhood teachers are encouraged to pay more explicit attention to the promotion of their pupils’ oral communicative competence.

AB - Children’s sociometric status refers to their position within the peer group and plays a major role in their future social-cognitive development. It is therefore important to investigate factors that are related to it. Although it has been suggested that one of these factors is children’s level of oral communicative competence, little attention has been paid to its potential role. Therefore, the present study investigated sociometric group differences in the level of oral communicative competence in a sample of N = 570 children in early childhood education. Sociometric status was measured using a nomination procedure. Based on peer nominations, children were categorized into five sociometric groups: (1) popular (generally well-liked), (2) rejected (generally disliked), (3) neglected (low visibility and neither liked nor disliked), (4) controversial (high visibility and both liked and disliked), and (5) average (at or about the mean on both likability and visibility). In addition, children’s level of oral communicative competence was assessed with the Nijmegen Test for Pragmatics. Results of multi-level analyses revealed significant sociometric group differences: Children who were rejected or neglected by their peers exhibited lower levels of oral communicative competence than average children. Based on these findings, early childhood teachers are encouraged to pay more explicit attention to the promotion of their pupils’ oral communicative competence.

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