In the United States, the duration of children’s preschool attendance differs, with some children attending full-day preschool and some children attending half-day preschool. This difference provides uneven daily exposure to peers that may have implications for childhood social outcomes, including the formation of social networks over time. In this study, we examined the role of full- and half-day preschool attendance in children’s social network formation. Specifically, using stochastic actor-oriented modeling (i.e., a type of longitudinal social network analysis appropriate for measuring relationship formation over time), we analyzed longitudinal social network data from an intensive observational study of 25 three-year-old and 28 four-year-old students’ social play relationships in 2 preschool classrooms over the course of an entire school year. (author abstract)
The role of full- and half-day preschool attendance in the formation of children’s social networks
Description:
Resource Type:
Reports & Papers
Funder(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
Michigan
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