Family Functioning in Microtransition and Socio-Emotional Competence in Preschoolers

Autor/inn/en	Cigala, Ada; Venturelli, Elena; Fruggeri, Laura
Titel	Family Functioning in Microtransition and Socio-Emotional Competence in Preschoolers
Quelle	In: Early Child Development and Care, 184 (2014) 4, S.553-570 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.800053
Schlagwörter	Foreign Countries; Preschool Children; Family Environment; Child Development; Interpersonal Competence; Emotional Intelligence; Mothers; Fathers; Play; Nursery Schools; Context Effect; Video Technology; Observation; Family Relationship; Predictor Variables; Correlation; Italy + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Kindesentwicklung; Interpersonale Kompetenz; Emotionale Intelligenz; Mother; Mutter; Spiel; Nursery school; Kindertagesstätte; Kindergarten; Beobachtung; Prädiktor; Korrelation; Italien
Abstract	Microtransitions can be identified as those exchanges that occur during everyday life when family members negotiate a change in their interactions. This study aims to highlight how certain aspects of family functioning during microtransitions could influence the development of children's socio-emotional competence in their interactions with peers. In order to achieve this aim, 24 family triads (mother, father, and preschooler child) were observed in a laboratory during semi-structured play activities for a total of 57 interactive sequences; the children were also observed in their nursery school context, where their socio-emotional competence was assessed through the analysis of 142 interactive sequences video-recorded during semi-structured play, and of a questionnaire filled out by teachers. The results indicated that children in families showing a higher degree of coordination were more relationally and socially competent with peers both during the video-observed play and in the descriptions of the teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10