Some of the ﬁrst empirical studies of child development involved collecting in vivo data to measure the aﬃliations of preschool children (Goodenough & Anderson, 1931). Little has changed in the intervening years. Expert observations remain the gold standard, underpinning the validity of child and teacher reports.
It is easy to understand why scholars value expert observations of aﬃliation: They are both accurate and descriptive. New technologies
are available that build on these advantages, providing continuous, simultaneous data on all children in a classroom. The goal of the present study is to validate a new procedure for assessing peer aﬃliation, one that integrates
data obtained from continuous movement tracking (Ubisense: Killijian,
Pasqua, Roy, Trédan, & Zanon, 2016) and continuous vocalization recordings
(LENA: Sangwan, Hansen, Irvin, Crutchﬁeld, & Greenwood, 2015). We illustrate
with data from an inclusive oral language preschool classroom for children with and without hearing loss. Read more
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Altman, Robert L., Brett Laursen, Daniel S. Messinger, and Lynn K. Perry. Validation of Continuous Measures of Peer Social Interaction with Self- and Teacher-Reports of Friendship and Social Engagement. European Journal of Developmental Psychology 17, no. 5 (September 2, 2020): 773–85. doi:10.1080/17405629.2020.1716724.