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Early Education and Development Volume 25, 2014 - Issue 6
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ARTICLES

Peer Play Interactions and Learning for Low-Income Preschool Children: The Moderating Role of Classroom Quality

Rebecca J. Bulotsky-Shearer Department of Psychology, University of MiamiCorrespondence[email protected]
,
Elizabeth R. Bell Center for Digital Learning and Scholarship, Rice University
,
Tracy M. Carter Department of Psychology, University of Miami
&
Sandy L. R. Dietrich Department of Psychology, University of Miami
Pages 815-840 | Published online: 05 Mar 2014

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Nan Xiao, Jing Chen, Laura M. Justice & Xiao Zhang. (2023) Children’s Learning Experiences in Rural Boarding Preschools: Classroom Quality and Associations with Developmental Outcomes. Early Education and Development 34:7, pages 1612-1630.
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Carina Alvarez & Jason Downer. (2023) Teachers’ Use of Spanish in the Classroom: Implications for Hispanic Dual Language Learners’ Classroom Engagement. Early Education and Development 0:0, pages 1-20.
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Misbah Majeed & Fatima Rehan Dar. (2022) Investigating the efficacy of blended learning in ESL classrooms. Cogent Education 9:1.
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Shuang Wang, Xiaolong Wang, Luyao Liang & Hongbin Xie. (2022) Teacher-Child Interaction Domains Measured by the CLASS and Children’s Pre-Literacy Skills: A Systematic Review and Meta-Analysis. Early Education and Development 0:0, pages 1-23.
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Elizabeth Levine Brown, Colleen K. Vesely, Duhita Mahatmya & Kari J. Visconti. (2018) Emotions matter: the moderating role of emotional labour on preschool teacher and children interactions. Early Child Development and Care 188:12, pages 1773-1787.
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Linda S. Lee. (2016) Peer Relations and Social Adjustment of Latino and Chinese Children in Head Start Classrooms. Early Education and Development 27:1, pages 1-17.
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Articles from other publishers (16)

Yucheng Cao, Young-Suk Grace Kim & Minkyung Cho. (2022) Are Observed Classroom Practices Related to Student Language/Literacy Achievement?. Review of Educational Research 93:5, pages 679-717.
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Irem Korucu, Tanya M. Paes, Lauren A. Costello, Robert J. Duncan, David J. Purpura & Sara A. Schmitt. (2023) The Role of Peers’ Executive Function and Classroom Quality in Preschoolers’ School Readiness. Journal of Applied Developmental Psychology 86, pages 101532.
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Maciel M. Hernández, Nancy Eisenberg, Carlos Valiente, Tracy L. Spinrad, Rebecca H. Berger, Sarah K. Johns, Anjolii Diaz, Diana E. Gal‐Szabo, Marilyn S. Thompson, Jody Southworth & Armando A. Pina. (2022) Peers’ emotionality and children's academic achievement in second grade: Testing the moderating role of children's behavioral self‐regulation. Social Development.
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Emine Ahmetoglu, Ibrahim H. Acar & Manolya Asik Ozturk. (2020) Parental involvement and children’s peer interactions. Current Psychology 41:7, pages 4447-4456.
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L. Lee, A. Williams, C. Lao, N. Lagunas & C.A. Langner. (2021) The role of home language in children's friendship choice and peer acceptance. Journal of Applied Developmental Psychology 76, pages 101323.
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Erica L. Zippert, Sarah H. Eason, Sharise Marshall & Geetha B. Ramani. (2019) Preschool children's math exploration during play with peers. Journal of Applied Developmental Psychology 65, pages 101072.
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Michelle L. Yoder, Amanda P. Williford & Virginia E. Vitiello. (2019) Observed quality of classroom peer engagement in a sample of preschoolers displaying disruptive behaviors. Early Childhood Research Quarterly 47, pages 206-217.
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이재은. (2018) Structural relationships among 3- to 5-year-old children’s peer competence, playfulness, and learning behaviors. Korean Journal of Early Childhood Education 38:6, pages 5-27.
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Yu-Jin Jang, Yea-Ji Hong & Kangyi Lee. (2018) The Longitudinal Effects of Preschoolers’ Peer Interaction on Self-Control with Linguistic and Cognitive Abilities as Mediators: Focusing on Gender Differences. Family and Environment Research 56:2, pages 133-144.
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Jeffrey Trawick-Smith, Sudha Swaminathan, Brooke Baton, Courtney Danieluk, Samantha Marsh & Monika Szarwacki. (2016) Block play and mathematics learning in preschool: The effects of building complexity, peer and teacher interactions in the block area, and replica play materials. Journal of Early Childhood Research 15:4, pages 433-448.
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Luisa A. Ribeiro, Henrik D. Zachrisson & Eric Dearing. (2017) Peer effects on the development of language skills in Norwegian childcare centers. Early Childhood Research Quarterly 41, pages 1-12.
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Michal Perlman, Olesya Falenchuk, Brooke Fletcher, Evelyn McMullen, Joseph Beyene & Prakesh S. Shah. (2016) A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and Child Outcomes. PLOS ONE 11:12, pages e0167660.
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Janelle J. Montroy, Ryan P. Bowles & Lori E. Skibbe. (2016) The effect of peers' self-regulation on preschooler's self-regulation and literacy growth. Journal of Applied Developmental Psychology 46, pages 73-83.
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Rebecca J. Bulotsky-Shearer, Lisa M. López & Julia L. Mendez. (2016) The validity of interactive peer play competencies for Latino preschool children from low-income households. Early Childhood Research Quarterly 34, pages 78-91.
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Mi Ran Lee. (2015) The Effects of Young Children's Temperament, Parenting Styles and Teacher-Child Interactions on Peer Interactions. Korean Journal of Childcare and Education 11:5, pages 191-214.
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Bridget K. Hamre. (2014) Teachers' Daily Interactions With Children: An Essential Ingredient in Effective Early Childhood Programs. Child Development Perspectives 8:4, pages 223-230.
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