Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Child and Family Studies 10/2015

18-01-2015 | Original Paper

Mother–Child Synchrony: Implications for Young Children’s Aggression and Social Competence

Auteurs: Cassandra Pasiak, Rosanne Menna

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 10/2015

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

The present study examined the links between mother and child synchrony, shared affect, and young children’s aggressive behavior and social skills. The sample was 59 young children (3–6 years; 29 aggressive and 30 non-aggressive) and their mothers. Mothers completed questionnaires assessing children’s aggressive behavior and social skills. Interactional synchrony and shared affect were assessed during a mother–child free play task and structured task. The results revealed non-aggressive dyads exhibited more interactional synchrony, shared positive affect, and less shared negative affect, than aggressive dyads. Level of interactional synchrony, shared positive affect, and child aggression predicted children’s social skills. The results also provided some support that the quality of the interactions differed by task type. The findings are discussed in terms of implications for intervention.
Literatuur
go back to reference Achenbach, T. M. (1991). Manual for the child behavior checklist/4–18 and 1991 profile. Burlington, VA: University of Vermont, Department of Psychology. Achenbach, T. M. (1991). Manual for the child behavior checklist/4–18 and 1991 profile. Burlington, VA: University of Vermont, Department of Psychology.
go back to reference Bandura, A. (1977). Social learning theory. Englewood Cliff, NJ: Prentice-Hall. Bandura, A. (1977). Social learning theory. Englewood Cliff, NJ: Prentice-Hall.
go back to reference Bowlby, J. (1991). Attachment and loss. Vol. 2: Separation: Anxiety and anger (2nd ed.). London, England: Penguin. Bowlby, J. (1991). Attachment and loss. Vol. 2: Separation: Anxiety and anger (2nd ed.). London, England: Penguin.
go back to reference Conger, R. D., Neppl, T., Kim, K. J., & Scaramella, L. (2003). Angry and aggressive behavior across three generations: A prospective, longitudinal study of parents and children. Journal of Abnormal Child Psychology, 31(2), 143–160. doi: 10.​1023/​A:​1022570107457. CrossRefPubMed Conger, R. D., Neppl, T., Kim, K. J., & Scaramella, L. (2003). Angry and aggressive behavior across three generations: A prospective, longitudinal study of parents and children. Journal of Abnormal Child Psychology, 31(2), 143–160. doi: 10.​1023/​A:​1022570107457. CrossRefPubMed
go back to reference Davenport, B. R., & Bourgeois, N. M. (2008). Play, aggression, the preschool child, and the family: A review of literature to guide empirically informed play therapy with aggressive preschool children. International Journal of Play Therapy, 17(1), 2–23. doi: 10.​1037/​1555-6824.​17.​1.​2. CrossRef Davenport, B. R., & Bourgeois, N. M. (2008). Play, aggression, the preschool child, and the family: A review of literature to guide empirically informed play therapy with aggressive preschool children. International Journal of Play Therapy, 17(1), 2–23. doi: 10.​1037/​1555-6824.​17.​1.​2. CrossRef
go back to reference Davenport, B. R., Hegland, S., & Melby, J. N. (2008). Parent behaviors in free-play and problem solving interactions in relation to problem behaviors in preschool boys. Early Child Development and Care, 178(6), 589–607. doi: 10.​1080/​0300443060085206​4. CrossRef Davenport, B. R., Hegland, S., & Melby, J. N. (2008). Parent behaviors in free-play and problem solving interactions in relation to problem behaviors in preschool boys. Early Child Development and Care, 178(6), 589–607. doi: 10.​1080/​0300443060085206​4. CrossRef
go back to reference Dodge, K. A., & Somberg, D. R. (1987). Hostile attributional biases among aggressive boys are exacerbated under conditions of threats to self. Child Development, 58(1), 213–224. doi: 10.​2307/​1130303. CrossRefPubMed Dodge, K. A., & Somberg, D. R. (1987). Hostile attributional biases among aggressive boys are exacerbated under conditions of threats to self. Child Development, 58(1), 213–224. doi: 10.​2307/​1130303. CrossRefPubMed
go back to reference Gresham, F. M., & Elliot, S. N. (1990). Social skills rating system: Manual. Toronto: Psycan. Gresham, F. M., & Elliot, S. N. (1990). Social skills rating system: Manual. Toronto: Psycan.
go back to reference Harrist, A. W., Pettit, G. S., Dodge, K. A., & Bates, J. E. (1994). Dyadic synchrony in mother-child interaction: Relation with children’s subsequent kindergarten adjustment. Family Relations, 43(4), 417–424. doi: 10.​2307/​585373. CrossRef Harrist, A. W., Pettit, G. S., Dodge, K. A., & Bates, J. E. (1994). Dyadic synchrony in mother-child interaction: Relation with children’s subsequent kindergarten adjustment. Family Relations, 43(4), 417–424. doi: 10.​2307/​585373. CrossRef
go back to reference Kochanska, G. (2002). Mutually responsive orientation between mothers and their young children: A context for the early development of conscience. Current Directions in Psychological Science, 11(6), 191–195. doi: 10.​1111/​1467-8721.​00198. Kochanska, G. (2002). Mutually responsive orientation between mothers and their young children: A context for the early development of conscience. Current Directions in Psychological Science, 11(6), 191–195. doi: 10.​1111/​1467-8721.​00198.
go back to reference Landy, S., & Menna, R. (1997). Mothers’ reactions to the aggressive play of their aggressive and non-aggressive young children: Implications for caregivers. Early Child Development and Care, 138(1), 1–20. doi: 10.​1080/​0300443971380101​. CrossRef Landy, S., & Menna, R. (1997). Mothers’ reactions to the aggressive play of their aggressive and non-aggressive young children: Implications for caregivers. Early Child Development and Care, 138(1), 1–20. doi: 10.​1080/​0300443971380101​. CrossRef
go back to reference Landy, S., & Menna, R. (2006). Early intervention with multi-risk families: An integrative approach. Baltimore, MD: Paul H. Brookes Publishing Company. Landy, S., & Menna, R. (2006). Early intervention with multi-risk families: An integrative approach. Baltimore, MD: Paul H. Brookes Publishing Company.
go back to reference Lindsey, E. W., Colwell, M. J., Frabutt, J. M., Chambers, J. C., & MacKinnon-Lewis, C. (2008). Mother-child dyadic synchrony in European American and African American families during early adolescence. Merrill-Palmer Quarterly, 54(3), 289–315. doi: 10.​1353/​mpq.​0.​0003. CrossRef Lindsey, E. W., Colwell, M. J., Frabutt, J. M., Chambers, J. C., & MacKinnon-Lewis, C. (2008). Mother-child dyadic synchrony in European American and African American families during early adolescence. Merrill-Palmer Quarterly, 54(3), 289–315. doi: 10.​1353/​mpq.​0.​0003. CrossRef
go back to reference Newborg, J., Stock, J. R., Wnek, J., Guidubaldi, J., & Svinicki, J. S. (1984). Battelle developmental inventory with recalibrated technical data and norms: Examiner’s manual. Itasca, IL: Riverside Publishing. Newborg, J., Stock, J. R., Wnek, J., Guidubaldi, J., & Svinicki, J. S. (1984). Battelle developmental inventory with recalibrated technical data and norms: Examiner’s manual. Itasca, IL: Riverside Publishing.
go back to reference Reid, M. J., Webster-Stratton, C., & Hammond, M. (2007). Enhancing a classroom social competence and problem-solving curriculum by offering parent training to families of moderate-to high-risk elementary school children. Journal of Clinical Child and Adolescent Psychology, 36(4), 605–620. doi: 10.​1080/​1537441070166274​1. CrossRefPubMed Reid, M. J., Webster-Stratton, C., & Hammond, M. (2007). Enhancing a classroom social competence and problem-solving curriculum by offering parent training to families of moderate-to high-risk elementary school children. Journal of Clinical Child and Adolescent Psychology, 36(4), 605–620. doi: 10.​1080/​1537441070166274​1. CrossRefPubMed
go back to reference Schawartz, D., Dodge, K. A., Coie, J. D., Hubbard, J. A., Cillessen, A. H. N., Lemerise, E. A., & Bateman, H. (1998). Social-cognitive and behavioral correlates of aggression and victimization in boys’ play groups. Journal of Abnormal Child Psychology, 26(6), 431–440. doi: 10.​1023/​A:​1022695601088. CrossRef Schawartz, D., Dodge, K. A., Coie, J. D., Hubbard, J. A., Cillessen, A. H. N., Lemerise, E. A., & Bateman, H. (1998). Social-cognitive and behavioral correlates of aggression and victimization in boys’ play groups. Journal of Abnormal Child Psychology, 26(6), 431–440. doi: 10.​1023/​A:​1022695601088. CrossRef
go back to reference Tabachnick, B. G., & Fidell, L. S. (2006). Using multivariate statistics (5th ed.). Needham Heights, MA: Allyn and Bacon Inc. Tabachnick, B. G., & Fidell, L. S. (2006). Using multivariate statistics (5th ed.). Needham Heights, MA: Allyn and Bacon Inc.
go back to reference Tremblay, R. E., Nagin, D. S., Séguin, J. R., Zoccolillo, M., Zelazo, P. D., Boivin, M., et al. (2004). Physical aggression during early childhood: Trajectories and predictors. Pediatrics, 114(1), e43–e50. CrossRefPubMedCentralPubMed Tremblay, R. E., Nagin, D. S., Séguin, J. R., Zoccolillo, M., Zelazo, P. D., Boivin, M., et al. (2004). Physical aggression during early childhood: Trajectories and predictors. Pediatrics, 114(1), e43–e50. CrossRefPubMedCentralPubMed
go back to reference Vazsonyi, A. T., & Keiley, M. K. (2007). Normative developmental trajectories of aggressive behaviors in African American, American Indian, Asian American, Caucasian, and Hispanic children and early adolescents. Journal of Abnormal Child Psychology, 35(6), 1047–1062. doi: 10.​1007/​s10802-007-9154-z. CrossRefPubMed Vazsonyi, A. T., & Keiley, M. K. (2007). Normative developmental trajectories of aggressive behaviors in African American, American Indian, Asian American, Caucasian, and Hispanic children and early adolescents. Journal of Abnormal Child Psychology, 35(6), 1047–1062. doi: 10.​1007/​s10802-007-9154-z. CrossRefPubMed
go back to reference Wakschlag, L. S., Tolan, P. H., & Leventhal, B. L. (2010). Research Review: ‘Ain’t misbehavin’: Towards a developmentally-specified nosology for preschool disruptive behavior. Journal of Child Psychology and Psychiatry, 51(1), 3–22. CrossRefPubMedCentralPubMed Wakschlag, L. S., Tolan, P. H., & Leventhal, B. L. (2010). Research Review: ‘Ain’t misbehavin’: Towards a developmentally-specified nosology for preschool disruptive behavior. Journal of Child Psychology and Psychiatry, 51(1), 3–22. CrossRefPubMedCentralPubMed
Metagegevens
Titel
Mother–Child Synchrony: Implications for Young Children’s Aggression and Social Competence
Auteurs
Cassandra Pasiak
Rosanne Menna
Publicatiedatum
18-01-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 10/2015
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-015-0113-y