ABSTRACT

Research Findings: We tested whether a universal classroom peer pairing intervention – Buddy Up – would strengthen dyadic peer interactions among preschoolers (N = 140; M_age = 56.49 months; 53.6% boys; 77.9% Latinx). The Buddy Up intervention was informed by Intergroup Contact Theory, which specifies the benefits of exposure to heterogeneous others. Teachers buddied children with other-gender peers. We hypothesized positive intervention effects on the quality of dyadic interactions overall and for other-gender interactions specifically. We also considered whether the effects would generalize (secondary transfer effects) to interactions with other-language peers (English and Spanish). Using a quasi-experimental design, we found intervention effects on improved peer interactions overall and for other-gender dyads. There was little evidence of improved interactions for other-language dyads. Same-gender dyads (notably girl-girl dyads) and same-language dyads (notably English-speaking dyads) also responded positively to the intervention. The use of dyadic peer interaction data during preschool represents an innovative feature of this study. Practice or Policy: Buddy Up facilitated positive peer interactions. This is a key building block through which social skills are built and friendships can grow. The findings suggest that early childhood teachers can successfully support students in developing relationships with peers.

摘要

研究结果：我们测试了普遍的课堂同伴配对干预措施——Buddy Up——是否会加强学龄前儿童之间的二元同伴互动（N = 140；M_年龄 = 56.49 个月；53.6% 男孩；77.9% 拉丁裔）。好友起来群体间接触理论为干预提供了信息，该理论详细说明了接触异质他人的好处。老师们让孩子们与其他性别的同龄人成为好友。我们假设积极干预对整体互动的质量以及具体对其他性别互动的质量产生影响。我们还考虑了这些效应是否会推广到与其他语言同伴（英语和西班牙语）的互动（二次迁移效应）。使用准实验设计，我们发现干预对改善整体同伴互动和其他性别二人组有影响。几乎没有证据表明其他语言二人组的互动有所改善。同性别二人组（特别是女孩与女孩二人组）和同语言二人组（特别是说英语的二人组）也对干预做出了积极反应。实践或政策： Buddy Up 促进了积极的同伴互动。这是培养社交技能和增进友谊的关键组成部分。研究结果表明，幼儿教师可以成功地支持学生发展与同龄人的关系。