Children rejected by their peers in Kindergarten education: Prevalence, gender, differences and association with externalizing problems
DOI:
https://doi.org/10.17979/reipe.2018.5.2.4421Keywords:
rejection, children's education, externalised problems, social competenceAbstract
Having friends and feeling accepted by those one feels as significant is a key factor in healthy psychosocial development. However, a significant number of students are rejected by their peers, which may have a considerably negative impact on their development and well-being. There are several causes for this social rejection. The present study specifically explores the relationship between aggressiveness and rejection. Two objectives are set to this piece of work: first, identifying the percentage of socially rejected students in a sample of school children in the second cycle of Infant Education; second, checking for differences in social relations and externalized problems relating to sociometric types. To this aim, eight classes in three different schools of Asturias (two public schools and a state-funded private school) were selected, consisting of a total of 160 students aged four-six. The eight teacher-tutors, all female, also participated in the study. The instruments used in gathering information were a positive and negative nominations sociometric test, implemented with the students, and a reduced version of the Preschool and Kindergarten Behaviour Scales completed by the teachers. Results show a significantly high number of socially rejected students. It is also shown that rejected students have more externalised problems and problems of social interaction if compared to the more widely accepted students in the group. Practical implications of these findings are discussed.Downloads
Publication Facts
Reviewer profiles N/A
Author statements
Indexed in
-
—
- Editor & editorial board
- profiles
- Academic society
- N/A
- Publisher
- Universidade da Coruña, Servizo de Publicacións
To learn about these publication facts, click 
PF is maintained by the Public Knowledge Project
References
Alonso, P., Lobato, H., Hernando, A., & Cecilia, M.V. (2007). La visión del acoso escolar en futuros profesores de Primaria y de Secundaria. En J.J. Gázquez, M.C. Pérez, A.J. Cangas, & N. Yuste (Coords.), Mejora de la convivencia y programas encaminados a la prevención e intervención del acoso escolar (pp. 105-110). Granada: Grupo Editorial Universitario
Álvarez-García, D., Rodríguez, C., González-Castro, P., Núñez, J. C., & Álvarez, L., (2010). La formación inicial de los futuros maestros en recursos para la convivencia escolar y el manejo del aula. European Journal of Education and Psychology, 3(2), 187-198. https://doi.org/10.1989/ejep.v3i2.59
Arias, M., B., & Fuertes, Z., J., (1999). Competencia social y solución de problemas sociales en niños de educación infantil: un estudio observacional. Mente y Conducta en Situación Educativa. Revista Electrónica del Departamento de Psicología, 1(1), 1-40
Avilés, J. M. & Monjas I. (2005): Estudio de la incidencia de la intimidación y el maltrato entre iguales en la enseñanza secundaria obligatoria mediante el Cuestionario (CIMEI) de Avilés 1999. Anales de Psicología, 21(1), 27-41. https://www.um.es/analesps/v21/v21_1/04-21_1.pdf
Bauman, S., & del Río, A. (2005). Knowledge and beliefs about Bullying in schools: comparing pre-service teachers in United States and the United Kingdom. School Psychology International, 26(4), 428-442. https://doi.org/10.1177/0143034305059019
Benítez, J. L., Berbén, A. B., & Fernández, M. (2006). El maltrato entre alumnos: conocimientos, percepciones y actitudes de los futuros docentes. Revista de Investigación Educativa, 24(2), 329-352. https://revistas.um.es/rie/article/view/96881
Benítez, J.L., Pichardo, M.C., García-Berbén, T., Fernández, Ma., Justicia, F., & Hernández, E. (2011). Análisis de la estructura factorial de las puntuaciones de la Preschool and Kindergarden Behavior Scale en población española. Psicothema, 23(2); 314-321. http://www.psicothema.com/psicothema.asp?id=3888
Buelga, S., Cava, M. & Musitu, G. (2012). Reputación social, ajuste psicosocial y victimización entre adolescentes en el contexto escolar. Anales de Psicología, 28(1), 180-187. https://revistas.um.es/analesps/article/view/140652
Campbell, S. B. (2002). Behavior problems in preschool children: Clinical development issues (2nd ed). New York/London: Guilford Press.
Carvalho, A., Cussecala, A., Martins, C., Cardoso, C., Lopes, D., Gato, F., … Ferreira, M. (2017). Bullying ou conflict entre pares? Incidências, caraterísticas das vítimas e impacto psicológico. Revista de Estudios e Investigación en Psicologia y Educación, Extr.(2), 70-76. https://doi.org/10.17979/reipe.2017.0.02.2693
Cava, M. J., & Musitu, G. (2001). Autoestima y percepción del clima escolar en niños con problemas de integración social en el aula. Revista de Psicología General Aplicada, 54(2), 297-311. https://dialnet.unirioja.es/servlet/articulo?codigo=2364390
Cillenssen, A. H. N., Bukowski, W. M., & Haselager, G. J. T. (2000). Stability of sociometric categories. En A. H. N. Cillessen & W. M. Bukowski (Eds.), Recent advances in the measurement of acceptance and rejection in the peer system (pp. 75-93). San Francisco, CA: Jossey-Bass.
Defensor del Pueblo. (1999). Informe del defensor del pueblo sobre violencia escolar. Recuperado de: http://www.conflictoescolar.es/wp-content/uploads/2011/07/INFORME-DEL-DEFENSOR-DEL-PUEBLO-1999.pdf
Denzin, N. K. (1970): Sociological methods: A source book. Chicago, IL: Aldine.
Fernández, Ma., Benítez, J.L., Pichardo, M.C., Fernández, E., Justicia, F., García, T., … Alba, G. (2010). Análisis factorial confirmatorio de las subescalas del PKBS-2 para la evaluación de las habilidades sociales y los problemas de conducta en educación infantil. Electronic Journal of Research in Educational Psychology, 8(3) 1229-1252. http://www.investigacion-psicopedagogica.org/revista/new/ContadorArticulo.php?464
Fujiki, M., & Brinton, B. (2009) Pragmatics and social communication in child language disorders. En R. G. Schwartz, (Eds.), Handbook of Child Language Disorders, (pp. 406-423). New York, NY: Psychology Press.
García-Bacete, F. J. (2006). La identificación de los alumnos rechazados. Comparación de métodos sociométricos de nominaciones bidimensionales. Infancia y Aprendizaje, 29(4), 437-451. http://doi.org/10.1174/021037006778849585
García-Bacete, F. J., Sureda, I., & Monjas, I. (2008). Distribución sociométrica en las aulas de chicos y chicas a lo largo de la escolaridad. Revista de Psicología Social, 23(1), 63-74. https://doi.org/10.1174/021347408783399480
García-Bacete, F. J, Sureda, I., & Monjas, M. I. (2010). El rechazo entre iguales en la educación primaria: una panorámica general. Anales de Psicología, 26(1), 123-136. https://revistas.um.es/analesps/article/view/92121
García, A.B., Benítez, J.L. & Fernández, M. (2007). La autoeficacia y las demandas de formación del profesorado en activo vs. en formación para afrontar el Bullying. En J.J. Gázquez, M.C. Pérez, A.J. Cangas & N. Yuste (Coords.), Mejora de la convivencia y programas encaminados a la prevención e intervención del acoso escolar (pp. 119-125). Granada: Grupo Editorial Universitario.
Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships and peer networks. Journal of School Psychology, 41, 235-284. http://dx.doi.org/10.1016/S0022-4405(03)00048-7
Gil, F., León, J. & Jarana, L. (Eds.) (1995). Habilidades sociales y salud. Madrid: Pirámide.
Harden, B. J., Winslow, M. B., Kendziora, K. T., Shahinfar A., Rubin. K., Fox, N. A., … Zahn Waxler, C. (2000). Externalizing problems in head start children: an ecological exploration. Early Education & Development, 11(3), 357-385. https://doi.org/10.1207/s15566935eed1103_8
Herrera, M., y Little, E., (2005). Behaviour problems across home and kindergarten in an Australian Sample. Australian Journal of Educational and Developmental Psychology, 5, 77-90. https://www.newcastle.edu.au/__data/assets/pdf_file/0012/100407/v5-herrera-little.pdf
IBM Corp. (2016). IBM SPSS Statistics for Windows, Version 24.0. Armonk, NY: IBM Corp.
Ison, M., (1997). Déficits en habilidades sociales en niños con conductas problema. Revista Interamericana de Psicología, 3(2), 243-255. Disponible en: https://journal.sipsych.org/index.php/IJP/article/view/795/689
Jiang, X. L., & Cillessen, A. H. N. (2005). Stability of continuous measures of sociometric status: a meta-analysis. Developmental Review, 25, 1-25. https://doi.org/10.1016/j.dr.2004.08.008
Juvonen, J. & Grahan, S. (2001) (Eds.). Peer harassment in school. New York, NY: Guilford Press.
Kandakai, T.L., & King, K.A., (2002). Preservice teachers' perceived confidence in teaching school violence prevention. American Journal of Health Behavior, 26(5), 342-353. https://doi.org/10.5993/AJHB.26.5.3
Kennedy, J. (1992). Relationship of maternal beliefs and childrearing strategies to social competence in preschool children. Child Study Journal, 22(1), 39-60.
Lara, A., (2015). Bullying y homofobia en el sistema educativo. Trabajo fin de grado. Facultad de Ciencias de la Educación, Universidad de Granada. Recuperado de: http://digibug.ugr.es/bitstream/10481/46296/1/LARA_GARRIDO_ADRI%C3%81N_SALVADOR.pdf
Leary, M. (2001). Interpersonal rejection. New York, NY: Oxford University Press.
Lucas, B., Pulido, R., & Solbes, I. (2011). Violencia entre iguales en Educación Primaria: el papel de los compañeros y su relación con el estatus sociométrico. Psicothema, 23(2), 245-251. http://www.psicothema.com/psicothema.asp?id=3878
Marks, A. (2005). Relationships between Cognitive Styles and Levels of Aggression in Preschool Children. The Eagle Feather, 2. https://doi.org/10.12794/tef.2005.194
Merrell, K. (2003). Preschool and Kindergarten Behavior Scales (2nd ed.). Austin, TX: PRO-ED. http://doi.org/10.1590/1678-7153.201427409
Merrell, K. W., & Gimpel, G. A., (1998). Social skills of children and adolescents: Conceptualization, assessment, treatment. Mahwah, NJ: Erlbaum.
Michelson, L., Sugai, D., Wood, R., & Kazdin, A. (1987). Las habilidades sociales en la infancia: Evaluación y tratamiento. Barcelona: Martínez Roca.
Monjas, C. (2002). Programa de enseñanza de habilidades de interacción social (PEHIS) para niños y niñas en edad escolar. Madrid: CEPE.
Monjas C., González M., Patrocinio de Benito, M., Casado, L., Francia, M & Rodríguez, I. (1998) Las habilidades sociales en el currículo. Madrid. Centro de Investigación y Documentación Educativa - CIDE.
Monjas, M. I., Sureda, I., & García-Bacete, F. J. (2008). ¿Por qué los niños y las niñas se aceptan y se rechazan? Cultura y Educación, 20(4), 479-492. https://doi.org/10.1174/113564008786542181
Monjas, M. I., Martin-Anton, L. J., García-Bacete, F. J., & Sanchiz M. L., (2014). Rechazo y victimización al alumnado con necesidad de apoyo educativo en primero de primaria. Anales de Psicología, 30, 499-511. http://doi.org/10.6018/analesps.30.2.158211
Muñoz, M. V. (2007). El rechazo entre iguales en el ámbito educativo-Entrevista a Victoria Muñoz Tinoco. InfocopOnline. Recuperado de: http://www.infocop.es/view_article.asp?id=1599#inicio
Murray, L., Arteche, A., Bingley, C., Hentges, F., Bishop, D. V. M., Dalton, L., … the Cleft Lip and Palate Study team. (2010). The effect of cleft lip on socio-emotional functioning in school-aged children. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 51(1), 94–103. https://doi.org/10.1111/j.1469-7610.2009.02186.x
Nicolaides, S., Toda, Y., & Smith, P. K. (2002). Knowledge and attitudes about school bullying in trainee teachers. British Journal of Educational Psychology, 72, 105-118. https://doi.org/10.1348/000709902158793
Olweus, D. (1991) Bully/victim problems among schoolchildren: Basic facts and effects of a school based intervention program. En D. Pepler and K. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411–448). Hillsdale, NJ: Erlbaum.
Ortega, R., Del Rey, R. & Mora, J. (2001). Violencia entre escolares. Conceptos y etiquetas verbales que definen el fenómeno del maltrato entre iguales. Revista Interuniversitaria de Formación del Profesorado, 41, 95-113. https://www.aufop.com/aufop/revistas/arta/impresa/84/1207
Ovejero, A. (1998). Las habilidades sociales y su entrenamiento en el ámbito escolar. En F. Gil y J. León (Comp.) Habilidades sociales. Teoría, investigación e intervención (pp. 169-1859). Madrid: Síntesis Psicológica.
Perren, S., & Alsaker, F. D., (2006). Social behaviuor and peer relationships of victims, bully-victims and bullies in kindergarten. Journal of Child Psychology and Psychiatry, 47(1), 47-57. https://doi.org/10.1111/j.1469-7610.2005.01445.x
Prizant, B., (1999). Early intervention: Young children with communication and emotional/behavioral problems. En D., L., Rogers-Adkinson, y P. L., Griffith, (Eds.), Communication and Psychiatric Disorders in Children: Theory and Intervention (pp. 295-342). San Diego, CA: Singular Publishing.
Ramírez, S., (2006). El maltrato entre escolares y otras conductas-problemas para la convivencia: un estudio desde el contexto del grupo-clase. Tesis no publicada. Universidad de Granada.
Real Decreto 1630/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas del segundo ciclo de Educación Infantil. Recuperado desde https://www.boe.es/buscar/doc.php?id=BOE-A-2007-185
Rogers-Adkinson, D. L., & Hooper, S. (2003). The relationship of language and behavior: Introduction to the special issue. Behavioral Disorders, 29(1), 5-9. https://doi.org/10.1177/019874290302900108
Sánchez, V., Ortega, R., & Menesini, E. (2012). La competencia emocional de agresores y víctimas de "bullying". Anales de Psicología, 28(1), 71-82. https://revistas.um.es/analesps/article/view/140542
Seçer, Z., Çeliköz, N., Koçyiğit, S., Seçer, F., & Kayılı, G. (2010). Social skills and problem behaviours of children with different cognitive styles who attend preschool education. Australian Journal of Guidance and Counselling, 20(1), 91-98. https://doi.org/10.1375/ajgc.20.1.91
Serrano, A., & Iborra, I., (2005). Violencia entre compañeros en la escuela. Valencia: Centro Reina Sofía para el Estudio de la Violencia.
Solberg, M., & Olweus, D., (2003). Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire. Aggressive Behavior, 29, 239-268. https://doi.org/10.1002/ab.10047
Thorndike, E. (1920). A constant error in psychological ratings. Journal of Applied Psychology, 4(1), 25-29. https://doi.org/10.1037/h0071663
Van Lier, P., Vitaro, F., Wanner, B., Vuijk, P., & Crijnen, A. (2005). Gender differences in developmental links among antisocial behavior, friends’ antisocial behavior, and peer rejection in childhood: Results from two cultures. Child Development, 76(4), 841-855. https://doi.org/10.1111/j.1467-8624.2005.00881.x
Walker, S. (2005). Gender differences in the relationship between young children’s peer-related social competence and individual differences in theory of mind. The Journal of Genetic Psychology, 166(3), 297-312. https://doi.org/10.3200/GNTP.166.3.297-312
Warden, D., y MacKinnon, S. (2003). Prosocial children, bullies and victims: An investigation of their sociometric status, empathy and social problem-solving strategies. British Journal of Developmental Psychology,21(3),367-385. https://doi.org/10.1348/026151003322277757
Yıldızba, F. (2007). Okulöncesi dönemde 5-6 ya grubu çocukların ebeveyn stillerinin ve sosyal uyum davranı ları hakkında ö retmen görü lerinin belirlenmesi [Determinación de las opiniones de los maestros sobre los estilos de los padres y los comportamientos de adaptación social de niños de 5 a 6 años de edad en el periodo preescolar]. Ankara: H.Ü. E itim Fakültesi lkö retim Bölümü.
Zettergren, P. (2005). Childhood peer status as predictor of mid adolescence peer situation and social adjustment. Psychology in the Schools, 42, 745-757. https://doi.org/10.1002/pits.20121
Downloads
Published
How to Cite
Issue
Section
License
The papers published in this journal are licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors are the holders of the exploitation rights (copyright) of their work, but grant the right of first publication to the Revista de Estudios e Investigación en Psicología y Educación, which may publish in any language and format as well as publish and distribute their whole or partial content by any technologically available means and via data base.
Authors are allowed and encouraged to disseminate the articles accepted for publication on personal or institutional websites, before and after their publication, provided it is clearly stated that the work is in this journal and all bibliographic data are provided along with access to the document, preferably through the DOI (if it is indispensable to use a pdf, the final version formatted by the journal should be used). In the case of articles resulting from funded studies or projects, this will be done within the deadlines and terms established by the supporting organisation(s) of the published research.
