Rejected and disliked children communicate less responsively and less coherently than popular or liked peers¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Rejected children demonstrated turn-taking styles including irrelevant turns, interruptions, simultaneous talking, and non-contingent responding, whereas popular children alternated turns and displayed coherent discourse. → Femke van der Wilt 2019 q2 i? Disliked children were more likely than other children to demand and suggest themes and roles, reject others' ideas, and describe their own activity during social pretend play. → Femke van der Wilt 2019 (2)

Evidence¶

Femke van der Wilt 2019¶

Femke van der Wilt, Chiel van der Veen, Claudia van Kruistum, Bert van Oers (2019). Why Do Children Become Rejected by Their Peers? A Review of Studies into the Relationship Between Oral Communicative Competence and Sociometric Status in Childhood. Educational Psychology Review (2019) 31:699–724. https://doi.org/10.1007/s10648-019-09479-z

q2 · i? · review · r2

The review reports, from the study of Black and Logan (1995) (N = 43 children aged 2.00–5.00, observations of peer interactions, comparative cross-sectional analysis), that "Rejected children demonstrated turn-taking styles" marked by irrelevant and non-contingent turns while popular children showed coherent discourse.

"Rejected children demonstrated turn-taking styles that included irrelevant turns, interruptions, simultaneous talking, and non-contingent responding; popular chil- dren alternated turns, provided explanations to peers, and were more likely to display coherent discourse"

Femke van der Wilt 2019 (2)¶

Femke van der Wilt, Chiel van der Veen, Claudia van Kruistum, Bert van Oers (2019). Why Do Children Become Rejected by Their Peers? A Review of Studies into the Relationship Between Oral Communicative Competence and Sociometric Status in Childhood. Educational Psychology Review (2019) 31:699–724. https://doi.org/10.1007/s10648-019-09479-z

q2 · i? · associational · r1

The review reports Black's (1992) study of preschoolers' negotiation during social pretend play (N = 68, observations of play entry, comparative cross-sectional design): "disliked children were more likely to demand and suggest themes and roles" and to reject peers' ideas.

"results indicated that, compared with other children, disliked children were more likely to demand and suggest themes and roles, to reject others ' ideas and to spend a fairly substantial proportion of the conversation describing their own activity or contributions to play."

Discussion¶

Related Claims¶

• Children's oral communicative competence is significantly related to their sociometric status in childhood — a broader claim this one bears on
• Children with poorer oral communicative competence experience higher levels of peer rejection after controlling for gender, age, and SES — related
• The relation between oral communicative competence and sociometric status is expected to be interactional and transactional rather than unidirectional — related
• Rejected and neglected children show lower oral communicative competence than average children, while popular and controversial children do not differ from average — related
• Oral communicative competence relates to peer acceptance only for boys and not to peer rejection, indicating gender as a moderator — related