Growing up, the relationships we form in childhood leave a lasting mark on who we become as adults. According to ASU researchers in developmental psychology, early diverse interactions set the stage for lifelong social, emotional and cognitive development.
Anna Bennet, a developmental psychologist who recently published a collaborative 6-year-long study with ASU's T. Denny Sanford School of Social and Family Dynamics, explained that even before formal schooling, children's peer circles are already shaping their worldviews.
"We found that there were changes happening specifically around age 3 ... ethnic racial diversity increased, so they gained more peers of racial ethnic backgrounds that were different from their own," Bennet said.
According to Bennet, these early dynamics are not merely incidental; they are foundational, suggesting that the inclusive bonds forged during these formative years could reduce rigid thinking.
"Children who had high diversity in their early peer circles tended to maintain this diversity later," Bennet said.
Complementing these insights, Sonya Xinyue Xiao, a visiting scholar at ASU and an assistant professor at the Department of Psychological Sciences at Northern Arizona University, offered another perspective on the power of diverse relationships.
Xiao described growing up always feeling like the "new kid" in her early education.
"These experiences drove my interests in kindness and inclusion among diverse individuals. Gender and race/ethnicity are really salient and relevant social categories for children and adolescents in many societies, including the U.S.," Xiao said in a written statement.
In a collaborative publication this year with the T. Denny Sanford Harmony Institute at ASU, which involved over 600 young students, Xiao's findings indicate that early adolescents who extend kindness toward peers of different genders and racial or ethnic backgrounds benefit in multiple ways.
"We found the effects of having friends who are of different gender and different racial status to oneself benefited all children," Xiao said.
She said the advantages of diverse friendships are universal and can benefit children from any community.
Xiao further explored the concept of "peer diversity" as more than just an abstract idea, but rather a crucial element in developing social, emotional and cognitive skills. For her, this is not merely a matter of academic interest; it is a practical solution to broader societal challenges.
Her research, which also involves interventions such as the "Buddy Up Project" — a program developed through ASU's Sanford Harmony Institute — is investigating how structured interactions can encourage inclusivity and even improve outcomes like school performance and overall well-being.
Both Bennet and Xiao highlight that early childhood is a critical period during which our social networks are formed. Their research suggests that the diversity present in our earliest friendships can influence our ability to relate to others later in life.
Cinthia Palomino, a postdoctoral research scholar at The Children's Equity Project at ASU, adds another layer to the discussion by exploring the cultural influences on self-regulation.
"Self-regulation is an important component of children's social-emotional development. It is also a broad construct that includes cognitive (e.g. executive function skills) behavioral, temperamental, and social-emotional skills," Palomino said in a written statement.
Palomino noted that cultural background plays a significant role in shaping self-regulation. Factors such as community values, economic situations and parenting practices all shape development.
In terms of educational implications, Palomino suggests that educators should actively engage with families to understand their cultural values. She encourages a strengths-based approach where educators recognize and integrate cultural parenting practices into classroom settings.
"Forming trusting partnerships with caregivers is of crucial importance to support their children's social-emotional development and overall learning," Palomino said in a written statement.
Palomino also advises educators to meet "parents where they are," ensuring that school practices align with families' values and beliefs rather than imposing one-size-fits-all approaches.
This research coming out of ASU collectively highlights that diverse, inclusive relationships and culturally sensitive approaches to education can potentially lay the groundwork for a more empathetic and socially cohesive society.
Edited by Sophia Ramirez, Abigail Beck, Tiya Talwar and Katrina Michalak.
Reach the reporter at ammaarzindani@asu.edu.
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