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Laura E. Berk (2012). Infants, Children, and Adolescents. Boston: Allyn and Bacon. 7th edition, p. 375.
Birch, S.H. & Ladd, G.W. (1998). Children’s interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34, 934-946.
“Peer Relations and School Readiness: The ease with which kindergartners make new friends and are accepted by their classmates predicts cooperative participation in classroom activities and self-directed completion of learning tasks. These behaviors, in turn, are related to gains in achievement over the kindergarten year (Ladd, Birch,& Buhs, 1999; Ladd, Buhs, & Seid, 2000). Of course, kindergartners with friendly, prosocial behavioral styles make new friends easily, whereas those with weak emotional self-regulation skills and argumentative, assertive, or peer-avoidant styles establish poor-quality relationships and make few friends. These negative social outcomes impair children’s liking for school, classroom participation, and academic learning (Birch & Ladd, 1998).”