AI Article Synopsis
- The study examined how language skills affect friendship networks in kindergarteners by analyzing data from 419 children across 21 classrooms.
- Findings revealed that better language skills were linked to being more central and having more reciprocal friendships, especially for children not at risk for specific language impairment (SLI).
- Among those at risk for SLI, girls had a higher friendship centrality than boys, highlighting gender differences and emphasizing the need for further research on this topic.
Article Abstract
The purpose of this study was to determine the extent that language skills contribute to kindergarten children's classroom-based friendship networks. We assessed language skills and collected friendship data via individual interviews of 419 children from 21 kindergarten classrooms. Using social network analysis, we found that language skills were significantly associated with friendship centrality and reciprocity after controlling for classroom and child-level factors. Children classified as at risk for specific language impairment (SLI) were significantly less central to friendship networks, and the odds of a reciprocal friendship tie were more than 50% lower compared to children who were not classified as at risk. Of children at risk, girls were significantly more central than boys. We couch our results within limitations of our study and provide recommendations for future research. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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