Mother-Child Discourse in Two Contexts: Links With Child Temperament, Attachment Security, and Socioemotional Competence

Autor/in	Laible, Deborah
Titel	Mother-Child Discourse in Two Contexts: Links With Child Temperament, Attachment Security, and Socioemotional Competence
Quelle	In: Developmental Psychology, 40 (2004) 6, S.979-992 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Personality; Preschool Children; Mothers; Parent Child Relationship; Attachment Behavior; Emotional Development; Social Development; Discourse Analysis; Measures (Individuals); Story Reading; Interpersonal Competence + Suchen Sie Ihr Suchwort? Personalität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Attachment; Bindungsverhalten; Gefühlsbildung; Soziale Entwicklung; Diskursanalyse; Messdaten; Interpersonale Kompetenz
Abstract	The goal of this study was to examine whether attachment security and child temperament predicted differences in the elaboration and emotional content of mother-child discourse in 2 contexts and whether those differences were related to a child's socioemotional development. Fifty-one preschool children and their mothers were videotaped reading a storybook and discussing the child's previous behavior. These conversations were coded for maternal elaboration and emotional content. Mothers also completed reports of child temperament, attachment security, and social behavior. Children completed measures of emotional understanding, behavioral internalization, and representations of relationships. The findings suggested that both aspects of mother-child discourse were related to attachment, temperament, and socioemotional competence, although the findings varied depending on the context of the discourse. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10