CONTINUITY IN CHILDRENS RELATIONS WITH PEERS

Social competence with peers of 55 (27 girls) children was examined fr om ages one to nine. rn the toddler and preschool periods, social comp etence with peers was observed and rated by independent observers and rated by teachers. Teachers reported on children's social competence w ith peers at age nine. Children who engaged in move complex play with peers as toddlers were more prosocial. engaged in complex play, were l ess withdrawn as preschoolers, and were less aggressive and withdrawn as nine-year-olds. Children who were more aggressive and withdrawn as preschoolers were more aggressive as nine-year-olds.