Advanced SearchSearch Tips
The Role of Language Development in the Relation from Home Environment to Peer Competence of Young Children
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
The Role of Language Development in the Relation from Home Environment to Peer Competence of Young Children
Chang, Young Eun; Sung, Mi Young;
  PDF(new window)
The purpose of this study was to investigate the effects of the home environment of young children on their language and the quality of peer competence. The current study hypothesized that when the home environment of young children is desirable, the young children would be more likely to develop better language skills, which in turn, predict greater peer competence and lower levels of aggression and withdrawal in the interaction with peers at child care settings. The study used data of 1,802 families who have been participating in the Korean Child Panel Study since 2008. The results revealed that there was a significant relation from both positive home environment and better language skills to more positive play interaction and reduced play disruption and play disconnection. Home environment significantly predicted better expressive language development of young children and, in turn, higher scores on expressive vocabulary tests predicted greater peer competence and less negative play behaviors rated by child care providers. Statistical tests proved that the mediational effects of language skills between home environment and toddler's peer relationships were statistically significant. The study results emphasized the importance of language development in children's expanding social settings and the supporting role of rich and stimulus home environments in children's development.
home;language ability;peer competence;expressive vocabulary;
 Cited by
우덕례 (2014). 만 5세 유아의 가정환경이 유아의 또래 유능성 및 문제행동에 미치는 영향에서 유아의 의사결정력 매개효과. 미래유아교육학회지, 21(1), 139-162.

원명선 (2006). 아버지의 자녀양육참여도 및 어머니의 양육행동과 유아의 또래놀이상호작용과의 관계. 경희대학교 교육대학원 석사학위 청구논문.

이지연, 곽금주 (2008). 아동 초기 사회경제적 지위와 가정환경이 언어발달에 미치는 영향. 한국심리학회지: 발달, 21(3), 151-165.

임현주 (2014). 유아의 기질 및 가정환경과 또래 상호작용이 만 3세 유아의 언어발달에 미치는 영향. 미래유아교육학회지, 21(4), 183-201.

장영은 (2014). 어머니의 심리적 안녕감, 양육행동 및 가정환경과 유아의 어린이집 또래관계 부적응. 육아정책연구, 8(2), 45-64.

최소영, 신혜영 (2015). 유아의 놀이성과 교사-유아 상호작용이 또래상호작용에 미치는 영향. 한국보육지원학회지, 11(2), 311-329.

한명숙, 서선숙 (2013). 가정의 사회경제적 배경과 가정환경자극 및 유아의 상호작용적 또래놀이간의 구조분석. 생태유아연구, 12(1), 27-47.

Arbuckle, J. L. (2009). Amos 18 user's guide. Crawfordville, FL: Amos Development Corporation.

Blunch, N. J. (2008). Introduction to structural equation modeling: Using SPSS and AMOS. London: Sage.

Bradley, R. H., & Caldwell, B. M. (1979). Home observation for measurement of the environment: A revision of the preschool scale. American Journal of Mental Deficiency, 84(3), 235-244.

Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371-399. crossref(new window)

Bradley, R. H., Corwyn, R. F., Burchinal, M., McAdoo, H. P., & Garcia Coll, C. (2001). The home environments of children in the United States Part II: Relations with behavioral development through age thirteen. Child Development, 72(6), 1868-1886. crossref(new window)

Bradley, R. H., Corwyn, R. F., McAdoo, H. P., & Coll, C. G. (2001). The home environment of children in the United States Part I: Variations by age, ethnicity, and poverty status. Child Development, 72(6), 1844-1867. crossref(new window)

Burchinal, M. R., Roberts, J. E., Riggins Jr, R., Zeisel, S. A., Neebe, E., & Bryant, D. (2000). Relating quality of center-based child care to early cognitive and language development longitudinally. Child Development, 71(2), 339-357. crossref(new window)

Caplan, M., Vespo, J., Pedersen, J., & Hay, D. F. (1991). Conflict and its resolution in small groups of one-and two-year-olds. Child Development, 62(6), 1513-1524. crossref(new window)

Chen, X., Liu, M., & Li, D. (2000). Parental warmth, control, and indulgence and their relations to adjustment in Chinese children: A longitudinal study. Journal of Family Psychology, 14(3), 401-419. crossref(new window)

Clarke-Stewart, K. A. (1988). Parents' effects on children's development: A decade of progress? Journal of Applied Developmental Psychology, 9(1), 41-84. crossref(new window)

Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P. (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92(3), 458-465. crossref(new window)

De Feyter, J. J., & Winsler, A. (2009). The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins. Early Childhood Research Quarterly, 24(4), 411-431. crossref(new window)

Denham, S. A., & Holt, R. W. (1993). Preschoolers' likability as cause or consequence of their social behavior. Developmental Psychology, 29(2), 271-275. crossref(new window)

Dionne, G., Tremblay, R.E., Boivin, M., Laplante, D., & Perusse, D. (2003). Physical aggression and expressive vocabulary in 19-month-old twins. Developmental Psychology, 39(2), 61-273. crossref(new window)

Doctoroff, G. L., Greer, J. A., & Arnold, D. H. (2006). The relationship between social behavior and emergent literacy among preschool boys and girls. Journal of Applied Developmental Psychology, 27(1), 1-13.

Eckerman, C. O., Davis, C. C., & Didow, S. M. (1989). Toddlers' emerging ways of achieving social coordinations with a peer. Child Development, 60(2), 440-453. crossref(new window)

Eisenberg, N., Fabes, R. A., Guthrie, I. K., & Reiser, M. (2000). Dispositional emotionality and regulation: Their role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78(1), 136. crossref(new window)

Fagot, B. I., & Gauvain, M. (1997). Mother-child problem solving: Continuity through the early childhood years. Developmental Psychology, 33(3), 480-488. crossref(new window)

Fantuzzo, J., Coolahan, K., Mendez, J., McDermott, P., & Sutton-Smith, B. (1998). Contextually-relevant validation of peer play constructs with African American Head Start children: Penn interactive peer play scale. Early Childhood Research Quarterly, 13(3), 411-431. crossref(new window)

Fantuzzo, J., Sutton-Smith, B., Coolahan, K. C., Manz, P. H., Canning, S., & Debnam, D. (1995). Assessment of preschool play interaction behaviors in young low-income children: Penn interactive peer play scale. Early Childhood Research Quarterly, 10(1), 105-120. crossref(new window)

Fox, N. A., & Calkins, S. D. (2003). The development of self-control of emotion: Intrinsic and extrinsic influences. Motivation and Emotion, 27(1), 7-26. crossref(new window)

Girard, L. C., Pingault, J. B., Falissard, B., Boivin, M., Dionne, G., & Tremblay, R. E. (2014). Physical aggression and language ability from 17 to 72 months: Cross-lagged effects in a population sample. PloS one, 9(11), e112185. crossref(new window)

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes Publishing.

Hay, D. F. (2000). Toddlers talk about property to familiar peers. Poster presented at the International Conference on Infant Studies, Brighton, UK.

Howes, C., & Phillipsen, L. (1998). Continuity in children's relations with peers. Social Development, 7(3), 340-349.

Katz, J. R. (2004). Building peer relationships in talk: toddlers' peer conversations in childcare. Discourse Studies, 6(3), 329-346. crossref(new window)

Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children's early school adjustment. Child Development, 67(3), 1103-1118. crossref(new window)

Mendez, J. L., McDermott, P., & Fantuzzo, J. (2002). Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations. Psychology in the Schools, 39(1), 111-123. crossref(new window)

NICHD Early Child Care Research Network (2004). Trajectories of physical aggression from toddlerhood to middle childhood: Predictors, correlates, and outcomes. Monographs of the Society for Research in Child Development, 69(4), 1-129. crossref(new window)

NICHD ECCRN. (2002). Early child care and children' development prior to school entry: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 39(1), 133-164. crossref(new window)

Olson, S. L., Bates, J. E., & Kaskie, B. (1992). Caregiver-infant interaction antecedents of children's school-age cognitive ability. Merrill-Palmer Quarterly, 38(3), 309-330.

Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102(3), 357-389. crossref(new window)

Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning activities in relation to children's early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63-84. crossref(new window)

Son, S. H., & Morrison, F. J. (2010). The nature and impact of changes in the home learning environment on growth of language and academic skills of preschool children. Developmental Psychology, 46(5), 1103-1118. crossref(new window)

Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552-559. crossref(new window)

Zimmerman, F. J., Glew, G. M., Christakis, D. A., & Katon, W. (2005). Early cognitive stimulation, emotional support, and television watching as predictors of subsequent bullying among grade-school children. Archives of Pediatrics & Adolescent Medicine, 159(4), 384-388. crossref(new window)