Early Childhood Anxious Solitude and Subsequent Peer Relationships: Maternal and Cognitive Moderators

Autor/inn/en	Gazelle, Heidi; Spangler, Tamara
Titel	Early Childhood Anxious Solitude and Subsequent Peer Relationships: Maternal and Cognitive Moderators
Quelle	In: Journal of Applied Developmental Psychology, 28 (2007) 5-6, S.515-535 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2007.06.006
Schlagwörter	Grade 1; Interaction; School Readiness; Rejection (Psychology); Peer Relationship; Anxiety; Correlation; Parent Influence; Mothers; Young Children; Friendship; Peer Acceptance; Parenting Styles; Parent Child Relationship; Predictor Variables + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Interaktion; Readiness for school; School ability; Schulreife; Ablehnung; Peer-Beziehungen; Angst; Korrelation; Mother; Mutter; Frühe Kindheit; Freundschaft; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Prädiktor
Abstract	It was hypothesized that the relation between early anxious solitude and subsequent peer relations would be moderated by early relational (maternal sensitivity) and individual factors (child school readiness). Participants were 1364 children from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development. Anxious solitude was assessed by child care providers from 2 to 4.5 years, maternal sensitivity was observed during mother-child interactions from 2 to 4.5 years, school readiness was tested at 3 years, children's interactions with a friend were observed at 4.5 years, and friendship quantity and peer rejection were assessed by first grade teachers. Results indicate that anxious solitary children who had experienced high versus low early maternal sensitivity contributed significantly more actively to positive interaction and less actively to negative interaction with a friend at 4.5 years (these results were contingent on school readiness), and had more friends and were less rejected by peers in first grade. Although high school readiness predicted interactive competency and positive peer relationships in children low in anxious solitude, these benefits were suppressed in anxious solitary children. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10