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Preschool children’s perceptions of peer rejection experiences
Author
Tay-Lim, Joanna Kim Hoon
Supervisor
Gan, Linda
Abstract
The current study provides valuable insights into what constitutes a holistic understanding of the phenomenon of peer rejection from the perspective of preschool children. This in turn provides a basis for the implementation of appropriate pedagogical practices to help preschool children cope more effectively with peer rejection.
There are limited studies on peer rejection at the preschool level in the local context. In addition, the existing international studies are predominantly quantitative in nature and do not adequately engage children’s voices. A comprehensive understanding of the phenomenon of peer rejection from the perspective of preschool children is therefore lacking.
The objective of this study is to investigate preschool children’s perceptions of peer rejection experiences. A collective case study methodology informed by phenomenology was adopted as the main framework for the study. In-depth individual interview to elicit the meaning of experiences from an insider’s viewpoint was employed as the main data-collection tool. Children’s drawings which gave additional insights into the children’s perceptions were integrated into the interview design. The sample consisted of eight preschool children between four to seven years old.
The results of the study indicated that the children were capable of identifying and appraising their peer rejection experiences. They perceived peer rejection primarily as being excluded from another’s play activity and as having a non-enduring but recurring quality. The majority of the children were able to attribute reasons for their
rejection. The two main groups of causal factors cited were inappropriate behavior and differentness. This showed that the children had a tendency to hold critical selfreferent causal attributions. Each child employed a range of coping mechanisms rather than just relying on one main strategy. These were primarily the active/confrontational style of coping strategies which included resorting to adults’ intervention, approaching their rejecters directly to convey their desire, and employing problem-solving strategies. Relational aggression was used in preference to physical aggression in the children’s interactions with each other. Both individual and group rejections were experienced by the children.
Overall, the study revealed that peer rejection can be a significant problem among preschoolers. It is perceived as a negative relational problem which can emerge early in a child’s life (from three years of age) and predispose preschool children to a host of adverse consequences. All the eight children in the study reported having struggled with the issue of peer rejection. They had to contend with a host of internal conflicts as a result of it. Peer rejection appeared to be an inevitable component of peer interactions. However, there were subjective differences as the children were affected in varying degrees. This suggested that the children differ in their rejection sensitivity. Peer rejection was also not perceived as a unitary phenomenon. Six of the children held unique perspectives of their experiences. Such personal construction of realities led to diversities existing within the phenomenon.
There are limited studies on peer rejection at the preschool level in the local context. In addition, the existing international studies are predominantly quantitative in nature and do not adequately engage children’s voices. A comprehensive understanding of the phenomenon of peer rejection from the perspective of preschool children is therefore lacking.
The objective of this study is to investigate preschool children’s perceptions of peer rejection experiences. A collective case study methodology informed by phenomenology was adopted as the main framework for the study. In-depth individual interview to elicit the meaning of experiences from an insider’s viewpoint was employed as the main data-collection tool. Children’s drawings which gave additional insights into the children’s perceptions were integrated into the interview design. The sample consisted of eight preschool children between four to seven years old.
The results of the study indicated that the children were capable of identifying and appraising their peer rejection experiences. They perceived peer rejection primarily as being excluded from another’s play activity and as having a non-enduring but recurring quality. The majority of the children were able to attribute reasons for their
rejection. The two main groups of causal factors cited were inappropriate behavior and differentness. This showed that the children had a tendency to hold critical selfreferent causal attributions. Each child employed a range of coping mechanisms rather than just relying on one main strategy. These were primarily the active/confrontational style of coping strategies which included resorting to adults’ intervention, approaching their rejecters directly to convey their desire, and employing problem-solving strategies. Relational aggression was used in preference to physical aggression in the children’s interactions with each other. Both individual and group rejections were experienced by the children.
Overall, the study revealed that peer rejection can be a significant problem among preschoolers. It is perceived as a negative relational problem which can emerge early in a child’s life (from three years of age) and predispose preschool children to a host of adverse consequences. All the eight children in the study reported having struggled with the issue of peer rejection. They had to contend with a host of internal conflicts as a result of it. Peer rejection appeared to be an inevitable component of peer interactions. However, there were subjective differences as the children were affected in varying degrees. This suggested that the children differ in their rejection sensitivity. Peer rejection was also not perceived as a unitary phenomenon. Six of the children held unique perspectives of their experiences. Such personal construction of realities led to diversities existing within the phenomenon.
Date Issued
2008
Call Number
BF723.R44 Tay
Date Submitted
2008