Parents as Direct Facilitators of Children's Peer Relationships: Effects of Age of Child and Sex of Parent

Bhavnagri, Navaz Peshotan; Parke, Ross D.

doi:10.1177/0265407591083007

Cited by 78 publications

(62 citation statements)

References 9 publications

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“…For example, mothers communicate in a way that encourages risk-taking by boys and vulnerability perception by girls (77), and parents participate in more strenuous play with boys (78). However, evidence for sex differences in parental facilitation of social situations is surprisingly scant, despite a few studies that have reported no sex difference in parents arranging peer contacts (79,80). Nevertheless, children of parents that initiate more social contacts have more consistent companionship and more play partners, whereas boys with more parent-initiated interactions have greater peer acceptance and lower levels of rejection; however, this advantage is not true for girls (80).…”

Section: Discussionmentioning

confidence: 99%

Early social exposure in wild chimpanzees: Mothers with sons are more gregarious than mothers with daughters

Murray

Lonsdorf

Stanton

et al. 2014

Proc. Natl. Acad. Sci. U.S.A.

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In many mammals, early social experience is critical to developing species-appropriate adult behaviors. Although mother-infant interactions play an undeniably significant role in social development, other individuals in the social milieu may also influence infant outcomes. Additionally, the social skills necessary for adult success may differ between the sexes. In chimpanzees (Pan troglodytes), adult males are more gregarious than females and rely on a suite of competitive and cooperative relationships to obtain access to females. In fission-fusion species, including humans and chimpanzees, subgroup composition is labile and individuals can vary the number of individuals with whom they associate. Thus, mothers in these species have a variety of social options. In this study, we investigated whether wild chimpanzee maternal subgrouping patterns differed based on infant sex. Our results show that mothers of sons were more gregarious than mothers of daughters; differences were especially pronounced during the first 6 mo of life, when infant behavior is unlikely to influence maternal subgrouping. Furthermore, mothers with sons spent significantly more time in parties containing males during the first 6 mo. These early differences foreshadow the well-documented sex differences in adult social behavior, and maternal gregariousness may provide sons with important observational learning experiences and social exposure early in life. The presence of these patterns in chimpanzees raises questions concerning the evolutionary history of differential social exposure and its role in shaping sex-typical behavior in humans.infant socialization | maternal behavior | chimpanzees | fission-fusion species E arly socialization is critical to developing social competency later in life. In mammals, mothers have enormous influence on their offspring's early social experience, with implications for adult social behavior. In humans, the relative contribution of parental and others' social influence on the development of sextypical behavior receives considerable attention and is often debated (1-4). Comparative research provides insight into the origins and development of sex differences in the absence of human cultural sex socialization. Decades of research in rodent and primate models have demonstrated that social deprivation curtails the development of species-appropriate behaviors (5-8) and cognition (9, 10). Primate mothers are critical for the normal social development of their infants (11-13), with classic studies demonstrating that maternal deprivation is associated with intense anxiety (14), inappropriate aggression (15), and an inability to form social relationships (16). The mother-infant relationship is therefore critical to proper social development; however, research also demonstrates the importance of the larger social milieu (17)(18)(19)(20). For example, a recent study in mice found that early interactions with mothers and peers independently shape adult behavior (21). Likewise, some negative impacts of maternal deprivati...

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Section: Discussionmentioning

confidence: 99%

Early social exposure in wild chimpanzees: Mothers with sons are more gregarious than mothers with daughters

Murray

Lonsdorf

Stanton

et al. 2014

Proc. Natl. Acad. Sci. U.S.A.

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show abstract

“…Studies on children's social competence confirmed that children of mothers who engaged in roles such as designer, mediator, supervisor, and consultant in their children's peer interactions were more likely to be socially competent (Bhavnagri & Parke, 1991;Finnie & Russell, 1988;Laird, Pettit, Mize, Brown, & Lindsey, 1994;Russell & Finnie, 1990). Therefore, one can hypothesize that mothers' reactions to children's aggressive behaviors (direct influence) are associated with the level of children's aggression.…”

Section: Mothers' Reactions and Children's Aggressionmentioning

confidence: 99%

The Interactive Effects of Mothers' Reactions and Children's Temperament on 3- to 6-Year-Olds' Aggression

Cho¹

2013

Child Studies in Diverse Contexts

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“…This pattern emerged in both high and low teacher support classrooms. The fact that variations in parent support had a stronger effect in the second versus first preschool year for this group of children stands in contrast to the a priori hypothesis that caregiver support would contribute more profoundly to change in ATL when the children were younger (Bhavnagri & Parke, 1991). However, this pattern is understandable considering the aforementioned findings that with time children who display more AW may become more acclimated to new people and environments (Rimm-Kaufman & Kagan, 2005).…”

Section: Moderation Effect Of Teacher Support On Relationship Betweenmentioning

confidence: 56%

“…Hence, the present study explores the understudied contribution of parenting and teaching practices, as well as the interaction between these practices, to the development of ATL in preschoolers who exhibit more AW. Additionally, considering evidence that a child's level of dependency upon parent (Bhavnagri & Parke, 1991;Pianta & Harber, 1996) and teacher (Downer, Booren, Lima, Luckner, & Pianta, 2010;Howes & Hamilton, 1992) for skill acquisition decreases with age, this study also examines how variations in parent and teacher support contribute to the ATL demonstrated by young children displaying AW in their first and second year of preschool. Findings have the potential to provide caregivers with insight for crafting environments that are more compatible with the needs of these children, and, subsequently, better position them to maximize learning opportunities and develop to their potential.…”

Section: Such As the Early Intervention Program For Infants And Toddlmentioning

confidence: 99%

“…As described above, supportive parenting practices offer all children, but more so those who exhibit more AW, the push to try new activities and take risks within the security of a challenging, yet responsive setting (Rubin et al, 2001). At the same time, there is evidence, that parent scaffolding of social interactions is more beneficial for younger children, namely as these skills are less developed and are thus more dependent on caregivers and adults (Bhavnagri & Parke, 1991;Pianta & Harbers, 1995;Stipek, Feiler, Daniels, & Milburn, 1995). However, little is known about the potential difference in how parent support contributes to the adaptiveness of ATL displayed by more AW preschoolers as they age.…”

Section: Contribution Of Parenting Practices To Development Of Atl Inmentioning

confidence: 99%

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The Role of Caregiver Support in the Development of Adaptive Approaches to Learning for Preschoolers Who Exhibit Anxious-Withdrawal

Rosenthal¹

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Jason Downer, PhDOne goal of preschool is to provide children with early learning experiences that develop school readiness skills that lay the groundwork for future academic success.Aside from pre-academic skills, such as numeracy and phonemic awareness, one readiness skill, approaches to learning (ATL), captures the way in which children go about the learning process. Adaptive ATL skills such as task persistence, creativity, curiosity, and independence are crucial for academic achievement as they undergird the learning process and enable children to competently engage with classroom tasks.However, preschoolers who display high levels of anxious withdrawal (AW) in the preschool classroom often require more support than peers to develop adaptive ATL.They tend to require additional time to acclimate before engaging, display hypervigilance, and be wary of interacting with others for fear of judgment. While past research suggests a negative relationship between AW and ATL, less is understood about how AW may predict changes in ATL during preschool years, especially in the context of parents and teacher support environments. Further, little is known about the factors that help some children who display higher levels of AW to develop more adaptive ATL than others with similar dispositions. Hence, this study examined the contribution of teacher and parent support, defined as the combined level of demandingness and responsiveness, to changes in ATL over the school year by children exhibiting higher levels of AW.A sample of 749 children who participated in the FACES 2009 study were followed in their first and second preschool year. ATL was evaluated in two contexts: the classroom, as reported by the teacher, and during a 1:1 testing situation, as rated by an assessor. Incoming levels of ATL were included as a predictor in order to measure SUPPORTING ATL DEVELOPMENT IN AW PRESCHOOLERS residual change in ATL over the school year. AW was rated by the teacher. One moderating variable, parent support, was self-report, whereas the other moderator, teacher support, was directly observed within preschool classrooms. In order to examine how the relationship between AW, teacher support, and parent support predicts changes in ATL, and how it may look different between the first second preschool year, two sets of regression models were run for each research question, one for each preschool year.Further, for each year, one model was run with the teacher-rated (TR)-ATL as the outcome and the other with assessor-rated (AR)-ATL as the outcome.Results from correlational analyses indicated that as hypothesized AW tended to be negatively related to ATL. Multilevel regression analyses suggested that change in ATL exhibited by children displaying high levels of AW was dependent upon complex relationships among parent and teacher support, which were inconsistent with differential susceptibility theory. Limitations of the study included a positively skewed AW variable and negatively skewed parent support variable, which may have impe...

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Parents as Direct Facilitators of Children's Peer Relationships: Effects of Age of Child and Sex of Parent

Cited by 78 publications

References 9 publications

Early social exposure in wild chimpanzees: Mothers with sons are more gregarious than mothers with daughters

Early social exposure in wild chimpanzees: Mothers with sons are more gregarious than mothers with daughters

The Interactive Effects of Mothers' Reactions and Children's Temperament on 3- to 6-Year-Olds' Aggression

The Role of Caregiver Support in the Development of Adaptive Approaches to Learning for Preschoolers Who Exhibit Anxious-Withdrawal

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