PEER ACCEPTANCE AND REJECTION AMONG PRE-SCHOOL CHILDREN IN THE CONTEXT OF CLASSROOM AND PEER CULTURE

Abstract

This study aimed to trace peer acceptance and rejection behaviors among preschool children in two intertwined contexts of classroom and peer culture in Turkey. Participants consisted of 23 children (13 boys and 10 girls, aged 5-6) attending in the classroom of one of the researchers who worked as a preschool teacher. In addition to these children, the research group included three other kids who came to class at various times. Participant observation, interviews, researcher diaries, and document analysis were all used as data collection techniques. In this study, the data were analyzed through the Theoretical Matrix Method (Groenland, 2016), which involves using some theoretical concepts as a base in the process of uncovering categorical structures and underlying meanings. The results revealed that the exclusion behaviors in this classroom were mostly contextual and influenced by friendships dynamics. From the perspective of peer culture, pretend play was at the centre of children’s interaction. Leadership among children was fluid, and certain shared values acquired among children regulated their peer interactions in the classroom, despite the presence of specific peer groups in the classroom. The classroom had functional rules and hierarchical structure, while semi-permeable interpersonal boundaries contributed to an atmosphere focused on social inclusion.