Maternal and Child Predictors of Preschool Children's Social Competence

Autor/inn/en	Diener, Marissa L.; Kim, Do-Yeong
Titel	Maternal and Child Predictors of Preschool Children's Social Competence
Quelle	In: Journal of Applied Developmental Psychology, 25 (2004) 1, S.3-24 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2003.11.006
Schlagwörter	Preschool Children; Interpersonal Competence; Mothers; Separation Anxiety; Measurement Techniques; Personality; Risk; Prosocial Behavior; Parenting Styles; Parent Child Relationship; Intervention + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Mother; Mutter; Trennungsangst; Messtechnik; Personalität; Risiko; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	The present study examined child and maternal predictors of children's social competence in preschool. One hundred ten mothers and their preschool-aged children participated. Mothers completed parent reports of child temperament and self-regulation, and self-reports of maternal separation anxiety. Mothers' interactional style was coded from videotapes during preschool. Teachers rated children's social competence at the end of the first semester of school. Child age, temperament and self-regulation, and maternal characteristics predicted children's social competence. The interaction of anger proneness and self-regulation predicted both externalizing and prosocial behavior. Finally, children with greater risk factors were lower on prosocial behavior and higher on externalizing behavior than children with fewer risk factors. Results indicate that maternal and child characteristics may be used to identify children at risk for lower social competence in preschool, such that interventions may be implemented. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10