Children often use social exclusion both to establish friendships and to protect interactive space during early childhood (Fanger et al., 2012). However, previous research has focused on elementary school age. The purpose of the current study was to examine the relationship between friendship and exclusion among preschool children. The current study observed 16 focal children (named either part of a best friend pair or non best friend pair) for all behaviors related to being a perpetrator or victim of six types of exclusion as named by Fanger et al. Results revealed that children who were part of a best friend pair excluded others more, but were excluded by peers less while children who were not named as having a best friend excluded less, but were excluded by others more. These results identify a need for further research on social exclusion within the preschool context.
|Advisor:||Kroll, Linda R., Shimpi, Priya|
|Commitee:||Kroll, Linda R., Shimpi, Priya|
|School Location:||United States -- California|
|Source:||MAI 51/06M(E), Masters Abstracts International|
|Subjects:||Social psychology, Educational psychology, Developmental psychology|
|Keywords:||Best friends, Preschool, Social exclusion, Social hierarchies|
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