Abstract
Classroom social networks are influential to young children's cognitive, social-emotional, and language development, but assessment and analyses of social networks are complex. Findings have been mixed regarding whether different informants (teachers, children, researchers) are congruent in perceiving classroom social networks. There is also a lack of discussion about the roles of network transformation (converting value networks into binary networks), a required data step for widely used statistical network analyses. This study addressed these issues based on network data of 16 preschool children containing 240 potential dyadic interactions collected from teacher ratings, child nominations, and researcher observations across 44 observation cycles over four school days. Results showed that the three informants were congruent in perceiving the classroom social network, whereas the level of congruency between the teacher-report and the researcher-report networks was the highest. Binary transformation of social networks tended to decrease the level of congruency across informants, although the level of congruency tended to be higher when more stringent binary transformation thresholds were selected.