Citation

Innocenti MS, Stowitschek JJ, Rule S, Killoran J, Striefel S, Boswell C. Early Child Res. Q. 1986; 1(2): 141-153.

Copyright

(Copyright © 1986, Elsevier Publishing)

DOI

10.1016/0885-2006(86)90025-6

PMID

unavailable

Abstract

The effect of preschool environmental factors, or "setting events," on peer interaction has received little attention from investigators studying factors related to social competence. In this study, peer interactions and aspects of three setting events (teacher behavior, material use, and peer presence) were observed in four preschool activity contexts. Data on the frequency of occurrence of interaction and occurrence of specific setting event measures within activity contexts were obtained, and empirical probabilities were determined. Results indicate that the behavior of the preschool teacher is a potent setting event with regard to peer interaction. Teacher interaction with a child, in any activity context, retarded peer interaction by that child. The setting events of material use and peer presence had little effect on peer interaction. Results are discussed in terms of how teachers can alter their behavior to promote peer interaction.