Parental cognitions and management practices associated with young children's peer competence
Abstract
A model of parental influences on children's peer competence was tested in a developmentally diverse sample. Parents of 138 preschool age children (38 children had identified special needs) completed a survey that assessed their cognitions about childhood social development and peer management practices. Each child's preschool teacher completed a rating scale of children's peer competence. Children's social outcomes were related to parental social cognitions and management practices. Children whose parents held more positive ideas about their child's social development had more frequent informal peer play and were rated lower on anger/aggression. More frequent parent-child conversations about peer issues were associated with higher ratings of children's social competence. There was some evidence that disability moderated the effects of some parental practices on child social outcomes. No mediation effect of parental practices was found. Implications for future research and practices for parents and teachers are discussed.
Degree
Ph.D.
Advisors
Diamond, Purdue University.
Subject Area
Developmental psychology|Preschool education
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.