Differences in communication skills of preschool peers with regard to social status: Examination of entry-host context

The purpose of the present study was to investigate the relation between so cial status and communication skills in preschool children. Subsequently, e ssential skills necessary for a skills training program were examined. Five status groups of children-popular (P), rejected (R), average(A), neglected (N), and controversial(C)-were identified on the basis of positive and nega tive sociometric nominations for 69 preschool children. Children were video taped in free-play interaction in which one child entered the play of a pai r of same-sex peers. Popular children were mon inclined to respond appropri ately to the initiations of others, to accept others' requests, and to give feedback to others. Rejected children were less able to adapt to differing social demands of entry versus non-entry contexts, in that they were more likely to use a higher proportion of obligation statements and a lower prop ortion of informative statements when entering a group. The results suggest that communication skills influence young children's peer acceptance.