Parent Behaviors in Free-Play and Problem-Solving Interactions in Relation to Problem Behaviors in Preschool Boys

Autor/inn/en	Davenport, Becky R.; Hegland, Susan; Melby, Janet N.
Titel	Parent Behaviors in Free-Play and Problem-Solving Interactions in Relation to Problem Behaviors in Preschool Boys
Quelle	In: Early Child Development and Care, 178 (2008) 6, S.589-607 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Play; Parent Child Relationship; Problem Solving; Interaction; Statistical Significance; Males; Mothers; Behavior Problems; Child Care; Correlation; Preschool Children; Aggression; Social Development; Child Development; Family Influence; Antisocial Behavior; Social Skills Rating System + Suchen Sie Ihr Suchwort? Spiel; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Problemlösen; Interaktion; Male; Männliches Geschlecht; Mother; Mutter; Kinderfürsorge; Kinderbetreuung; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Kindesentwicklung
Abstract	A stratified sample of 34 three-year-old to five-year-old boys and their parents (30 mothers) was observed in their homes during free-play and problem-solving interactions. Observer-ratings of behaviors of parents in each interaction were examined in relation to teachers' ratings of the boys' problem behaviors in a childcare setting. Parent behaviors in the play, but not problem-solving, interaction were significantly related to boys' problem behaviors. Positive behaviors of the parent in play, such as sensitivity and responsiveness to the child, accounted for nine percent of the variance in boys' externalizing scores above and beyond the 28% accounted for by the negative parent behaviors of intrusiveness and permissiveness. The addition of positive parent behaviors to the regression model also canceled the statistical significance of the negative behaviors. Negative behaviors appeared to be most influential in that they decreased the likelihood that positive behaviors would be demonstrated within the play interaction. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10