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Спутники
РН
SpaceX
Роскосмос
NASA
СпутникиРНSpaceXРоскосмосNASAPeer relationships are crucial for young children’s success in the classroom. The present study investigated underlying patterns of individual children’s peer relationships using standardized scores for peer acceptance, peer rejection, social preference, and social impact. In addition, the study examined whether temperament, executive functioning, and teacher-child relationships predicted distinct peer relationship profiles. Latent Profile Analysis was conducted with 361 Korean children aged four to five, identifying three distinct peer relationship groups: popular, rejected, and average. The findings indicated that children with low temperamental harm avoidance and reward dependence, low inhibition, and less close teacher relationships were more likely to be rejected. Conversely, children with moderate rather than high temperamental reward dependence and less conflictual teacher relationships were more likely to be in the popular group. These findings underscore the importance of considering children’s individual characteristics to better address their diverse needs in forming peer relationships. The study provides valuable insights for tailoring support for young children by recognizing varying levels of peer relationships.
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