The two primary objectives of the present study were to (a) investigate mothers' and fathers' reports of their own as well as their partner's parenting styles, and (b) assess how mothers' and fathers' parenting styles uniquely and jointly predicted toddlers' externalizing, internalizing, and adaptive behaviors. Fifty-nine mothers and fathers independently completed the Parenting Styles and Dimension Questionnaire (PDSQ; Robinson, Mandleco, Olsen, & Hart, 2001) and the Behavior Assessment Scale for Children-2 (BASC-2; Reynolds & Kamphaus, 2004). Parents'self-reports of their parenting styles were positively correlated with each other for all three parenting styles (authoritative, authoritarian, and permissive). Comparisons between parents' reports of their partner's styles with that of the partner's self-reports were positively and moderately correlated for all three parenting styles. Findings revealed mothers' and fathers' selfreported parenting styles explained 44% of the variance in youngsters' externalizing behaviors.In particular, permissive parenting by mothers and authoritarian parenting by fathers uniquely and significantly predicted toddlers' externalizing behaviors, while authoritative paternal parenting was predictive of adaptive behaviors.

Examined the relations among (a) the quality of the sibling relationship, (b) maternal socialization techniques about infant's emotions and skills, (c) first-born's perspective-taking skills, and (d) firstborn's caretaking behavior in 32 sibling pairs (14 months; 3-5 years) and their mothers, observed both at home and a modified lab, strange situation. First-borns' references to second-boms about feelings and skills were positively associated with perspective-taking and friendly sibling relations during mothers' presence at home and when alone in the lab, indicating consistent interaction across settings. Maternal references to first-borns about second-borns were positively associated with friendly sibling relations in mothers' presence, whereas maternal interaction was negatively associated with friendly sibling relations in both settings. Results are discussed in light of previous studies.

Sibling relationships are among the most enduring connections that individuals experience over their lifetimes. Given that approximately 80% of Western children have brothers and sisters, it is clearly a signifi cant relationship for young children. Yet, in the large theoretical and empirical literature on family relationships, siblings are frequently overlooked when explaining family dynamics. However, as we argue in this chapter, siblings play a critical role in family dynamics and are important developmental infl uences on one another. Earlier work (1950 -1970s) on sibling relations typically focused on structural variables (e.g., gender, age, and birth order), whereas more recent work has investigated the role of process in explaining developmental infl uences. This shift is evident in the kinds of questions posed, for example investigating the roles of different types of sibling interactions in the development of social understanding. This chapter focuses on sibling relations in early and middle childhood, but it is apparent that children are acutely aware of their younger sibling ' s presence from the time of their arrival in the family, and early patterns of interaction infl uence later development (see Dunn

The construction of shared meanings in play, pretense enactment, internal state language, and sibling relationship quality were investigated in 40 kindergarteners with an older (M age = 7.10 years) or younger (M age = 3.6 years) sibling. Dyadic strategies to construct shared meanings (e.g., extensions, building on) were positively associated with frequency of pretense and internal state language. Developmental differences indicated that older dyads used more shared meaning strategies, whereas younger dyads engaged in non-maintenance behaviors (i.e., disruptions to flow of play). Furthermore, firstborn kindergarteners used more non-maintenance behaviors, whereas second-born kindergarteners extended partner's ideas. Findings highlight the sibling relationship as a context for illuminating social understanding and relationship dynamics during pretend play.

Associations among constructive and destructive sibling conflict, pretend play, internal state language, and sibling relationship quality were investigated in 40 middle-class dyads with a kindergarten-age child (M age = 5.7 years). In 20 dyads the sibling was older (M age = 7.1 years) and in 20 dyads the sibling was younger (M age = 3.6 years). Dyads were videotaped playing with a farm set for 15 min; transcribed sessions were coded for (1) five types of conflict issues; (2) constructive, destructive, and passive resolution strategies; and (3) verbal and physical aggression. Measures of pretend play enactment, low- and high-level pretense negotiation strategies, and internal state language were also based on the transcripts. The Sibling Behavior and Feelings Questionnaire was used to assess both siblings' perceptions of sibling relationship quality. Findings revealed that conflict issues, aggression, and internal state language were associated with specific resolution strategies. Associations were evident between conflict issues and resolutions. Moreover, conflict issues and resolutions were associated with (1) relationship quality, (2) high-level pretense negotiation, and (3) internal state language employed in both play and conflict. Findings are discussed in light of recent theory on developmental processes operating within children's relationships.