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1.
A prospective longitudinal design was employed to ascertain whether different types of behavioral inhibition (i.e., traditional, peer-social) were stable from toddler to preschool age, and whether inhibited temperament and/or parenting style would predict children's subsequent social and behavioral problems. At Time 1, 108 toddlers (54 males, 54 females) and their mothers were observed in the Traditional Inhibition Paradigm and in a toddler-peer session; then at age 4 years, 88 children were observed with unfamiliar peers, and maternal ratings of psychological functioning were obtained. How mothers and their toddlers interacted was also observed. Results revealed meaningful connections between toddler inhibition, maternal intrusive control and derision, and nonsocial behaviors at age 4. Both forms of toddler inhibition predicted socially reticent behavior during free play at 4 years. If mothers demonstrated relatively high frequencies of intrusive control and/or derisive comments, then the association between their toddlers' peer inhibition and 4-year social reticence was significant and positive; whereas if mothers were neither intrusive nor derisive, then toddlers' peer inhibition and 4-year reticence were not significantly associated. Thus, maternal behaviors moderated the relation between toddlers' peer inhibition and preschoolers' social reticence.  相似文献   

2.
3 forms of solitude were studied in young children—reticence (onlooker and unoccupied behavior), solitary-passive behavior (solitary-constructive and -exploratory play), and solitary-active behavior (solitary-functional and -dramatic play). 48 4-year-old children grouped in quartets of same-sex unfamiliar peers were observed in several situations. Mothers completed the Colorado Temperament Inventory. Results indicated that (1) solitary-passive, solitary-active, and reticent behaviors were nonsignificantly intercorrelated; (2) reticence was stable and associated with the demonstration of anxiety and hovering near others, whereas solitary-passive and solitary-active play were stable yet unrelated to anxiety and hovering; (3) reticence during free play was generally associated with poor performance and displays of wariness in several other social situations, while solitary-passive and -active play were not; (4) reticence was associated with maternal ratings of child shyness, while solitary-active behavior was associated with maternal ratings of impulsivity. Results are discussed in terms of the underlying mechanisms associated with reticence and passive and active withdrawal.  相似文献   

3.
Maternal beliefs about children's social behavior may be important contributors to socialization and development, but little is known about how such beliefs form. Transactional models suggest that children's characteristics may influence parents. At 2 years of age, the shy and aggressive behaviors of 65 toddlers (28 females) were observed during interactions with an unfamiliar peer; as well, mothers described the extent to which they advocated protective and authoritarian childrearing attitudes. These variables were used to predict mothers emotions, attributions, parenting goals, and socialization strategies in response to vignettes depicting aggressive and withdrawn child behaviors 2 years later. Most child effects were moderated by maternal attitudes or gender effects. Authoritarian mothers of aggressive toddlers were most likely to report high control and anger, to blame their children for aggression, and to focus on obtaining compliance rather than teaching skills to their children. Protective mothers reported that they would use warmth and involvement to comfort withdrawn children, especially their daughters.  相似文献   

4.
The purpose of this study was to examine the relations of individual differences in regulation and negative emotionality to 127 third-grade Indonesian children's social skills/low externalizing problem behavior, sociometric status, and shyness. Parents and multiple teachers provided information on children's regulation, negative emotionality, and social functioning; peer sociometric information on liking and social behavior was obtained; and children reported on their self-regulation. In general, children's low socially appropriate behavior/ high problem behavior and rejected peer status were related to low dispositional regulation and high negative emotionality (intense emotions and anger), and regulation and negative emotionality (especially teacher rated) sometimes accounted for unique (additive) variance in children's social functioning. Adult-reported shyness was related to low peer nominations of disliked/fights (although shy children were not especially liked), low adult-reported regulation, and (to a lesser degree) low teacher-rated negative emotionality. Findings are compared with work on regulation, negative emotionality, social competence, and shyness in other countries.  相似文献   

5.
Measures of inhibition to social and nonsocial unfamiliar events, obtained in toddlerhood, were studied as predictors of social behaviors during an interaction with an unfamiliar peer in 100 5-year-old children. Social inhibition predicted a highly shy and inhibited behavioral pattern with peer and less frequent expression of affect during fantasy play; nonsocial inhibition predicted decreased involvement in group play. Analysis of the changing dynamics of the ongoing peer interaction revealed that the role of child inhibition as a predictor of social behavior may be mostly evident during the initial encounter with the peer. Children who as toddlers were particularly socially inhibited, during the initial phase of peer interaction showed a significantly stronger pattern of shy and inhibited behavior and proximity to mother. In contrast to existing evidence that maternal depression may be a risk factor for the child's long-term peer relationships, no differences in social behavior were found between children of normal and affectively ill mothers during a brief encounter with unfamiliar peers.  相似文献   

6.
Parental supportiveness and protective overcontrol and preschoolers' parasympathetic regulation were examined as predictors of temperamental inhibition, social wariness, and internalizing problems. Lower baseline vagal tone and weaker vagal suppression were expected to mark poorer dispositional self-regulatory capacity, leaving children more susceptible to the influence of parental socialization. Less supportive mothers had preschoolers with more internalizing problems. One interaction between baseline vagal tone and maternal protective overcontrol, predicting social wariness, conformed to the moderation hypothesis. Conversely, vagal suppression moderated several links between paternal socialization and children's anxious difficulties in the expected pattern. There were more links between mothers' self-reported parenting and child outcomes than were noted for direct observations of maternal behavior, whereas the opposite tended to be true for fathers.  相似文献   

7.
The increasing involvement of fathers in active parenthood raises questions concerning their parenting style. This study compared mothers and fathers in their writing interactions with their young children, exploring how parents' writing guidance related to children's early literacy. Mothers and fathers of 51 kindergarteners were videotaped separately at home while writing words with their child. Video analysis assessed measures of parental guidance specifically in the writing process and guidance measures that characterised teaching interactions in general. Children's early literacy was assessed. A family style of guidance emerged, where a parent's guidance resembled the spouse's. Moreover, both parents' guidance correlated significantly with children's early literacy. Still, mothers scored higher than fathers on both the writing and the more general guidance measures. The study suggests that encouraging both parents to write with their children, while supplying them with productive methods for guidance, can enhance children's literacy competencies.  相似文献   

8.
This study explored older siblings' and peers' influence on young children's cognitive development. Although we anticipated many similarities in siblings' and peers' influence, our principal goal was to test the hypothesis that siblings are unique agents of cognitive development. Young children, their older siblings, and an older, familiar peer first participated in an unstructured building session where each built their own construction. Then, one of the older children taught the younger child how to copy a model windmill. Finally, the younger child was given an individual posttest in which he or she copied the windmill. Although there were many similarities in older siblings' and peers' guidance, the results highlighted the uniqueness of the sibling relationship. In the unstructured building session, young children were more likely to observe, imitate, and consult their older siblings than their older peers, and older siblings were more likely than older peers to provide them with guidance spontaneously. In the teaching session, older siblings provided more explanations and positive feedback and gave learners more control of the task than older peers. However, older siblings' behavior was not independent from the learners', as young children often prompted the siblings' explanations and pressured them into giving them more control of the task. These differences in teaching and learning strategies affected young children's task mastery; Children taught by siblings obtained higher posttest scores than children taught by peers. The discussion interprets these findings within the context of shared and unique functions of siblings and peers in cognitive development and highlights the role of the learner in promoting his or her own development.  相似文献   

9.
36-month-old, full-term children (n = 21) and low-birthweight (LBW) children of high (n = 25) and low (n = 23) medical risk status were observed in interactions with mothers in teaching and social context. Child compliance, self-directed behaviors, and problem behaviors were evaluated as well as associations among aspects of children's social competence, mothers' behaviors, and context factors. Degree of medical risk was associated with impairments in children's self-directed behavior and quality of response to maternal directives. Mothers of LBW children showed a smaller proportion of behaviors that provided choices compared to mothers of full-term children. Medical complications, children's cognitive status, and mothers' interactive behaviors were significantly associated with LBW children's social competence. Results of regression analyses suggested that mothers and LBW children influence each others' behavior in ways similar to mothers and full-term children in both teaching and social contexts.  相似文献   

10.
Four-year-old children showing low levels of social behavior in a laboratory play session with unfamiliar peers were classified as reticent (unoccupied or onlooking behaviors) or solitary-passive (solitary constructive or exploratory play). Compared with a group of more social children, the children in both low-social groups were rated high on maternal reports of shyness and displayed a pattern of right frontal EEG asymmetry. However, only the reticent group was elevated on measures indicative of a fearful temperament, both concurrently and retrospectively. A subset of children in the solitary-passive group showed increasing levels of reticent behavior over the course of the visit, suggesting that for some children solitary-passive behaviors provide a means for coping with feelings of unease.  相似文献   

11.
The purpose of the current investigation was to examine both social behaviors (i.e., aggression, shyness-withdrawal, and prosocial tendencies) and social understanding (i.e., attitudes and responses to such behaviors in hypothetical peers) of empathic and low-empathic children. Participants were 136 children in kindergarten and grade one. Parents completed ratings of child empathy, shyness, aggression, and prosocial tendencies. Children were presented with vignettes depicting prosocial, aggressive, or shy peers, and asked questions concerning their understanding and responses towards these behaviors. Results indicated that as compared to low-empathic peers, more empathic children were reported to exhibit greater prosocial behavior and less aggression and social-withdrawal. In addition, empathic children demonstrated a more sophisticated understanding of shyness and aggression as compared to less empathic peers. These results suggest that empathic children are more socially sensitive, both in terms of their social understanding of others as well as their own social behaviors.  相似文献   

12.
Research Findings: This study examined how child negative emotionality interacted with mothers’ self-reported parenting in predicting different aspects of social functioning among very young Chinese children. A total of 109 Chinese nursery children in Hong Kong participated with their parents. Maternal supportive and aversive parenting practices were reported by mothers, and child negative emotionality and social functioning were reported by both mothers and fathers. The results revealed interaction effects between child negative emotionality and mothers’ self-reported parenting on children’s internalizing problems, externalizing problems, and social-emotional skill deficiency. Specifically, children with high negative emotionality were more susceptible to the negative effects of aversive parenting (i.e., showing more internalizing and externalizing problems when exposed to aversive parenting) than their peers with low negative emotionality. Negative emotionality also placed young children at risk for social-emotional skill deficiency, especially when they received less support from their mothers compared to their peers. Practice or Policy: Special attention should be paid to the social functioning of Chinese children with higher levels of negative emotionality, because these children are more vulnerable to poor-quality parenting at a very young age.  相似文献   

13.
The relations of regulation and emotionality to elementary school children's social functioning were examined. Teachers and peer reproted on children's social functioning; I parent and teacher rated children on various measures of regulation, resiliency, and emotionality; and a behavioural index of regulation was obtained. The effects of individual differences in attentional regulation on social status and socially appropriate behavior were mediated by resiliency, and dispositional negative emotionality moderated the positive relation between attentional control and resiliency (with this path being stronger for children high in negative emotinality). The effects of behavioural regulation were not mediated by resiliency; however, the relation of behavioral regulation to socilaly appropriate behaviour (but not social status) was moderated by negative emotionality, with effects being significant and higher for children high in negative emotionality.  相似文献   

14.
It has been well established that young children with communication disorders (CD) have considerable difficulties interacting socially with peers in free-play settings. The central purpose of this study was to determine whether behavioral adaptations of children with CD could contribute to their peer interaction problems. To accomplish this, the behavioral patterns of reticent, solitary-passive, and solitary-active subtypes of nonsocial play of children with CD were observed in unstructured playgroup settings and compared to the nonsocial play of matched groups of typically developing children. Also examined was whether the associations with peer social interaction measures and child and family characteristics differed among the reticent, solitary-passive, and solitary-active subtypes and whether the context factors of the developmental status and familiarity of peers influenced these patterns. Results revealed that preschool children with CD do not exhibit distinct patterns of nonsocial play and provide no evidence for situation-specific (i.e., with peers) behavioral adaptations despite difficulties interacting with peers. The developmental characteristics of or familiarity with one's peers did not influence these results. Moreover, the peer social interaction patterns corresponding to each subtype, as well as child and family characteristics associated with each subtype, were also similar for both groups of children. Recommendations for preventive intervention programs to minimize future peer interaction problems emphasizing social-information and emotional regulation processes were presented.  相似文献   

15.
The purpose of this study was to examine the relations of a measure of children's dispositional prosocial behavior (i.e., peer nominations) to individual differences in children's negative emotionality, regulation, and social functioning. Children with prosocial reputations tended to be high in constructive social skills (i.e., socially appropriate behavior and constructive coping) and attentional regulation, and low in negative emotionality. The relations of children's negative emotionality to prosocial reputation were moderated by level of dispositional attentional regulation. In addition, the relations of prosocial reputation to constructive social skills and parent-reported negative emotionality (for girls) increased with age. Vagal tone, a marker of physiological regulation, was negatively related to girls' prosocial reputation.  相似文献   

16.
Relations between children's emotional self-regulation, attentional control, and peer social competence (as reported by both teachers and peers) were examined for 51 low-income, preschool-aged children enrolled in Head Start. Using a short delay-of-gratification task administered at Head Start sites, children's use of self- distraction was found to be positively associated with their success in handling the delay, replicating previous, laboratory-based research. Contrary to our expectations, children's use of self-distraction was found to be unrelated to their attentional control, as assessed during a computer task. Hierarchical regression analyses revealed that children's use of self-distraction predicted significant variance in both peer- and teacher-reports of childrem's competence with peers, even after children's attentional control was statistically taken into account. These findings are discussed in light of current models of reactivity and regulation in predicting young children's social behavior, as well as in the context of early intervention efforts for children facing socioeconomic risk.  相似文献   

17.
This study examined the social competence and mental health of homeless and permanently housed preschool children enrolled in the Head Start program. Mothers and Head Start teachers rated the social skills and behavior problems of 38 homeless and 46 housed preschoolers twice during the school year. The researchers compared the behavior of the homeless and housed preschoolers soon after they entered Head Start, as well as changes in children's behavior six months after their initial assessment. Both parents and teachers reported that homeless children exhibited more behavioral problems than housed children at the beginning of the study, but perceived no significant differences in the two groups' social skills. Mothers reported significant declines in homeless children's compliance relative to their housed peers at the conclusion of the study, while teachers noted significant declines in homeless children's compliance and expressive skills. Both mothers and teachers reported that homeless children exhibited significantly greater increases in behavior problems than their housed peers over the study period. Findings indicate the need for Head Start and other early childhood programs to develop interventions designed to moderate the negative effect of homelessness on young children's social-emotional development.  相似文献   

18.
Mothers' perspectives of children's peer-related social development were obtained from matched groups of young children with developmental delays, communicative disorders, and typically developing children. Structured interviews elicited information on numerous issues including mothers' views of the importance of children's social skills development, rationales with respect to why children succeed or had difficulties on specific social tasks, and the socialization strategies mothers employ to promote children's peer-related social development. Mothers also reported on their efforts to arrange play with peers for their child and the degree to which they monitored that play. Results indicated that mothers rated children's social development as highly important, offered primarily internal rationales (e.g., traits, dispositions) for success or difficulties in achieving social tasks, and endorsed moderate and low power socialization strategies. Differences across the three groups were minimal. Mothers arranged play with peers least often for children with developmental delays and communication disorders, but monitored play more extensively for children with delays. These finding were discussed in terms of mothers adopting a developmental orientation to understand children's social development and their implications for maternal participation in peer competence intervention programs.  相似文献   

19.
This longitudinal study investigated the impact of child deafness on mothers' stress, size of social networks, and satisfaction with social support. Twenty-three hearing mothers of deaf children and 23 hearing mothers of hearing children completed a series of self-report questionnaires when their children were 22 months, 3, and 4 years old. When children were 22 months, more mothers of deaf children reported pessimism about their children's achieving self-sufficiency and concerns about their children's communication abilities than did mothers of hearing children. When their children were 3 and 4 years old, mothers of deaf and hearing children did not differ in their reports of general parenting stress, as measured by the Parenting Stress Index (PSI). Likewise, mothers' ratings of satisfaction with social support were not affected by child deafness, nor did they change developmentally. Mothers of deaf and hearing children did differ in the types of support networks utilized. Mothers of deaf 22-month-olds reported significantly larger professional support networks, while mothers of hearing children reported significantly larger general support networks across all child ages. Mothers' feelings of stress and satisfaction with social support were very stable across the 2 years examined. The results suggest that most mothers of deaf children do not feel a high level of general parenting stress or dissatisfaction with their lives and support networks. However, mothers of deaf children are likely to feel stress in areas specific to deafness. In addition, because parenting stress was highly stable, special efforts should be made to intervene when mothers of deaf children are expressing high levels of stress.  相似文献   

20.
Relations between children's personal attributes and peer play competence were investigated in a sample of 141 African American preschool children who participated in Head Start. Variable-oriented analyses confirmed that dispositions of temperament, emotion regulation, autonomy, and language were related to children's peer play competence in the classroom. Person-oriented analyses revealed distinctive profiles of personal attributes linked to adaptive preschool social functioning. A small group of resilient children whose profile was characterized by highly adaptable temperament, ability to approach new situations, and above average vocabulary development evidenced the greatest social competence with peers. Children who were disruptive with peers were equally divided between two profiles characterized by inattention and activity, but with differential performance on vocabulary tasks. A profile containing calm, reticent children was the group least likely to engage in disruptive peer play. Inspection of the six profiles revealed the within-group variability for this economically disadvantaged sample and illustrated the differential importance of temperament, regulation, and language constructs. Findings from the profile analyses and relations with peer competence inform the study of resilience in social development for urban African American children who participate in early intervention preschool programs.  相似文献   

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