Investigating the Development of Positive Peer Interactions in Low-Income Latino DLL Preschool Children

Abstract

ABSTRACTResearch Findings: There is limited research regarding socio-emotional development in low-income Latino Dual Language Learner (DLL) children. A total of 14 studies have been identified in a comprehensive review of the literature (Halle et al. 2014). Within these studies the majority have focused on problem behaviors within this population. Through a strength-based lens, the current study examined changes in the development of positive peer interactions of Latino DLLs across their preschool year, along with child-level and eco-cultural factors that may support this development. A total of 397 low-income preschool Latino DLL children participated in the study. Teachers completed the Penn Interactive Peer Play Scale (PIPPS-T) and the Preschool Learning Behaviors Scale (PLBS), children were assessed on oral language measures, and classroom observations took place using the CLASS. Findings indicate positive increases in Latino DLL children’s play interaction skills, along with decreases in problem behaviors across the preschool year. Emotional support, teacher’s Spanish proficiency, oral language skills, and approaches to learning were positively related to peer interaction scores.Practice or Policy: This study has important implications for practitioners regarding improving the positive peer interactions of Latino DLLs, specifically low-income children, enrolled in preschool classrooms and supports the use of the home language in the classroom. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by NIH-NICHD [5U01HD060296].