Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct

Preschool children's competency in interacting with peers has been associated with long-term school success. Little is known, however, about how this competency relates to other learning readiness domains. The study used multivariate techniques to examine whether low-income preschool children's peer play interactions relate to learning behaviors and problem behaviors, and differ according to age and gender. Positive interactive play behavior was associated with active engagement in classroom learning activities, whereas disconnection in play related to inattention, passivity, and lack of motivation. Disruptive players evidenced conduct problems and hyperactivity in the classroom. Older children and girls demonstrated greater levels of peer play interaction, with older girls exhibiting the highest levels. Implications for future research and educational practice are discussed.