Why can't I join? Peer rejection in early childhood education and the role of oral communicative competence

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

The present study investigated the relation between oral communicative competence and peer rejection in early childhood education, as well as gender differences in this relation. Participants were N = 447 children aged 4–6 years. Children's level of oral communicative competence was measured using the Nijmegen Test for Pragmatics and a sociometric method with peer nominations was used to assess their level of peer rejection. Regression analyses revealed that, after controlling for gender, age, and SES, oral communicative competence accounted for unique variance in peer rejection and was negatively related to the extent to which children were rejected by peers: children with poorer oral communicative competence experienced higher levels of peer rejection. No gender differences in this relation were found. Future research demonstrating the causal effect of oral communicative competence on peer rejection can provide early childhood education teachers who try to prevent or reduce peer rejection a strong argument to focus on the promotion of children's oral communicative competence.

Original languageEnglish
Pages (from-to)247-254
Number of pages8
JournalContemporary Educational Psychology
Volume54
Early online date19 Jun 2018
DOIs
Publication statusPublished - Jul 2018

Fingerprint

communicative competence
Mental Competency
childhood
Education
education
gender-specific factors
Rejection (Psychology)
pragmatics
promotion
Regression Analysis
regression
gender
teacher

Keywords

  • Gender differences
  • Oral communicative competence
  • Peer rejection, early childhood education

Cite this

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abstract = "The present study investigated the relation between oral communicative competence and peer rejection in early childhood education, as well as gender differences in this relation. Participants were N = 447 children aged 4–6 years. Children's level of oral communicative competence was measured using the Nijmegen Test for Pragmatics and a sociometric method with peer nominations was used to assess their level of peer rejection. Regression analyses revealed that, after controlling for gender, age, and SES, oral communicative competence accounted for unique variance in peer rejection and was negatively related to the extent to which children were rejected by peers: children with poorer oral communicative competence experienced higher levels of peer rejection. No gender differences in this relation were found. Future research demonstrating the causal effect of oral communicative competence on peer rejection can provide early childhood education teachers who try to prevent or reduce peer rejection a strong argument to focus on the promotion of children's oral communicative competence.",
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Why can't I join? Peer rejection in early childhood education and the role of oral communicative competence. / van der Wilt, Femke; van der Veen, Chiel; van Kruistum, Claudia; van Oers, Bert.

In: Contemporary Educational Psychology, Vol. 54, 07.2018, p. 247-254.

Research output: Contribution to JournalArticleAcademicpeer-review

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