July 2023
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12 Reads
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July 2023
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12 Reads
November 2022
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80 Reads
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1 Citation
Very little is known about the role of early interactions in the development of peer relationships among toddlers. The present study examined whether behaviors early in the formation of toddler relationships predict interactions later in their relationships. Twenty-eight unfamiliar 20- and 30-month-old toddlers from a predominately European background met separately with each of two other toddlers for 18 playdates. Both positive and negative behaviors at the beginning of the relationship predicted a higher frequency of games later in the relationship. Positive behaviors at the beginning of the relationship predicted fewer conflicts later in the relationship. Negative behaviors at the beginning predicted more conflicts later in the relationship. These findings suggest that toddlers’ behaviors, when they initially meet, underlie the pathway in which their relationship develops.
October 2022
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33 Reads
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1 Citation
Merrill-Palmer quarterly (Wayne State University. Press)
We examined the evolution of social pretend play in toddlers and tested whether children’s age, gender, and language abilities were associated with changes in social pretend play over time. We employed a unique observational data set that followed 28 children ( M age = 27 months old; 57% boys) with each of two unfamiliar peers over 18 playdates per dyad. Cross-classified multilevel models revealed a quadratic change in the number of successful initiations in toddlers’ social pretend play over time with a more pronounced curve for older toddlers. Boys’ failed initiations increased linearly over time, whereas girls’ failed initiations remained stable. The length of social pretend play did not change significantly over time. Children’s age and language abilities were positively associated with successful initiations, failed initiations, and length of social pretend play. Very young children engage in social pretend play and the nature of this play evolves as they get to know one another and form relationships.
September 2022
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91 Reads
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3 Citations
International Journal of Behavioral Development
The frequency and length of games, conflicts, and contingency sequences that took place between toddlers as they got to know one another were studied using archival data. The sample consisted of 28 unfamiliar 20- and 30-month-old toddlers (predominantly White, 16 males) who met separately with each of two other toddlers for 18 play dates. The frequency of games increased over time, while the frequency of conflict and contingency sequences decreased. The length of games increased over time while the length of conflicts and contingency sequences were stable. Age and language ability predicted changes in frequency and length of the different types of sequences. Thus, toddlers engage in less structured interactions when they first meet; their interactions become increasingly more organized and positive as the relationship evolves.
April 2022
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113 Reads
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25 Citations
This chapter focuses on sibling relations in early and middle childhood, but children are acutely aware of their younger sibling from their birth, and early interaction patterns influence later development. Relationships theory posits that children's development occurs in the context of intimate and close relationships, such as with parents and siblings. Children's sibling relationships are an important influence on their developmental outcomes and a context for developing understanding of the social world. The chapter discusses features of different sibling interactions associated with individual differences in social understanding and relationship quality: teaching, play and prosocial behavior, and conflict and aggression. Prominent developmental theories (e.g., social learning, attachment) suggest that children's interactions with close family members influence their patterns of behavior, social skills, and models of relationships. Siblings play an important role in one another's development in the early years. The sibling relationship is a natural laboratory for learning about the social world.
March 2022
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122 Reads
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1 Citation
Children’s sociocultural experiences in their day-to-day lives markedly play a key role in learning about the world. This study investigated parent–child teaching during early childhood as it naturally occurs in the home setting. Thirty-nine families’ naturalistic interactions in the home setting were observed; 1033 teaching sequences were identified based on detailed transcriptions of verbal and non-verbal behavior. Within these sequences, three domains of learning (knowledge, skills, and dispositions) and subtopics were identified and analyzed in relation to gender, child birth order, context, teaching strategies, and learner response. Findings show knowledge, skills, and dispositions were taught equally, marked by the most prominent subtopics taught within each domain, including cognitive (skill), game rule (knowledge), and social rule (disposition). Further, mothers and fathers were found to teach their children equally, however, fathers taught knowledge more than mothers, whereas mothers taught dispositions more than fathers. Differences between domains of learning and subtopics also existed between mother’s and father’s teaching based on child birth order and gender. This study also assessed the contrast between teaching knowledge, skills, and dispositions by context, parent teaching strategies, and child learner response. Results support the notion that family interactions in the home setting set a stage for children’s rich informal learning experiences. Vygotskian sociocultural conceptions underpin this research and findings are discussed using this central theoretical lens.
February 2022
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100 Reads
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1 Citation
The present study examined polyadic family conflicts (i.e., involving three or more active members) comprising moral issues (i.e., fairness, rights, harm) across a 2-year period in early childhood. Moral conflicts were coded for initiating parties, topic, and use of power strategies. Thirty-nine families participated in six 90-min naturalistic observations when children were 2- and 4-years of age at T1 and again two years later (T2). Findings indicated the majority of polyadic family conflict topics concerned three moral issues, specifically, conflicts pertaining to issues of fairness and harm occurred significantly more than conflicts about rights. Disputes about fairness were more common at T1 than T2, whereas those about rights were more common at T2 than T1. Further, children were more likely to initiate disputes over fairness and harm, whereas parents frequently initiated conflicts about rights. Lastly, in terms of power strategies, coercion was used most frequently across moral topics. Findings expand the conflict literature by investigating the family as an integrated unit and examining the involvement of its members in young children’s development of morality.
August 2021
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31 Reads
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2 Citations
Journal of Cognition and Development
Maternal and paternal teaching sequences directed to their preschool children in a naturalistic home environment were investigated. The sample included 37 middle-class sibling dyads, aged four and six, and both their mothers and fathers during ongoing interactions in the home for six 90-minute sessions. Sequences of parent–child teaching were identified and coded for teacher and learner roles, teaching strategies, child response, and context (e.g., games, conflict). Mothers and fathers did not differ in the overall proportion of their teaching. However, fathers taught significantly more in the game context than mothers, whereas mothers taught significantly more during conflicts. Directive teaching strategies were most commonly employed by parents; the only difference in parental teaching strategies was that mothers were more likely to use explanations compared to fathers. Further, parental differences in teaching initiation, sophisticated versus nonsophisticated teaching strategies, and children’s responses were examined. Findings are discussed in light of theory on teaching and learning.
July 2021
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58 Reads
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1 Citation
Review of Social Development
This study identified longitudinal and birth order differences in young children's use of power over a 2‐year period; the sample included 2‐ and 4‐year‐old (T1) and 4‐ and 6‐year‐old (T2) siblings (n = 39). Power was investigated via its use (i.e., actions) and effectiveness (i.e., successful actions) during naturally occurring polyadic family conflicts at home involving three or more family members (two children and at least one parent or two parents and at least one child). Observations were transcribed and sequences of polyadic family conflict (T1 n = 780; T2 n = 210) were identified and coded for power (coercive, reward, legitimate, simple, information) and conflict resolution (win‐lose, compromise, no resolution); win‐lose resolution was used as an indicator of power effectiveness, by isolating winning cases for the analyses. Differences in power use and effectiveness were revealed across both time points and birth order, namely between 4‐year‐old older siblings at T1 and 4‐year‐old younger siblings at T2. Results provide insight into young children's power behavior within the family context.
January 2020
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140 Reads
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22 Citations
Review of Social Development
In childhood, musical play is an important part of home life and, potentially, sibling play. Considering the social‐emotional relevance of musical activities, siblings' engagement in musical play may also be associated with social development. The current longitudinal study examined musical play in 39 pairs of siblings during naturalistic home play at two timepoints: 1) when siblings were 2 and 4 years old (T1), and 2) two years later when siblings were 4 and 6 years old (T2). Musical play, especially singing and dancing, was more prevalent at T2. Birth order effects were also revealed; 4‐year‐old second‐borns (T2) engaged in more solo musical play than 4‐year‐old first‐borns (T1), but 4‐year‐old first‐borns initiated joint musical play more often than 4‐year‐old second‐borns. Associations between musical play and prosociality also emerged. Specifically, both older and younger siblings' rates of prosociality correlated positively with older sibling musical play at each timepoint. These findings reveal intriguing effects of age and birth order on both solo and joint musical play between siblings, and highlight a potential link between spontaneous musical play in the home and social development.
... The use of symbolic features in storytelling or during a shared construction of playing scripts may be considered an evolved form of communication or meta-communication (Giffin, 1984). Language competence also influences how young children (before 3 years of age) successfully initiate or sustain social play interactions with peers (Luo et al., 2022). ...
October 2022
Merrill-Palmer quarterly (Wayne State University. Press)
... However, interactions with unfamiliar peers also provide opportunities for children to engage in diverse social skills, such as initiating and establishing new sequences of contingent interaction. Indeed, children's more positive and less negative interactions during initial meetings with a peer set the stage for less conflict in the relationship in subsequent visits when they became more familiar (Lahat et al., 2022). ...
November 2022
... Further, we assessed children's behavior both toward an unfamiliar peer (39 months) and close friend (58 and 66 months) because the nature and quality of children's peer interactions can differ based on peer familiarity. For instance, preschool-aged children can differentiate between friends and nonfriends, and young children's interactions with familiar peers, on average, are more frequent, organized, positive, and complex than interactions with unfamiliar peers (Coplan & Arbeau, 2009;Doyle et al., 1980;Lahat et al., 2023). Specifically, interactions with familiar peers or friends involve establishing similar or compatible behavioral patterns with one's friend and engaging in greater reciprocity than interactions with unfamiliar peers (Doyle et al., 1980;H. ...
September 2022
International Journal of Behavioral Development
... Young siblings spend a large portion of time together, so much so that by middle childhood, they often spend more time with each other than with their parents (McHale & Crouter, 1996). This powerful bond between two highly familiar children provides distinctive opportunities for development not provided by other close or familial relationships and fosters children's social capabilities (Buist et al., 2022;Dunn & Munn, 1986;Howe et al., 2022). Even though children engage in prosocial behaviors with a sibling as early as the toddler and preschool years (Dunn & Munn, 1986;Hughes et al., 2018;Pike & Oliver, 2017;White et al., 2014) and positive sibling relations have been linked to young children's social understanding and moral sensibility (Dunn, 1988;Paine et al., 2022;Taumoepeau & Reese, 2014), research is still needed examining the links between prosocial sibling interactions such as sharing, and the development of early conscience (i.e., the internalization of moral standards of what is right and wrong; Kochanska et al., 2010). ...
April 2022
... Vygotsky proposed that children learnt through their interaction with more knowledgeable peers or adults. Vygotsky theory helped to interrogate the relationship between EGRA teacher capacity building intervention and reading abilities of early grade learners (Porta et al., 2022). According to the theory, the learner need to interact with the teachers who are more conversant in literacy so that they can provide guidance and encouragement to the learner until the learner can get to the point of reading by themselves. ...
March 2022
... El conflicto interpersonal se caracteriza por la incompatibilidad u oposición entre los deseos, necesidades o comportamientos de dos o más personas (Persram et al., 2017). En el contexto familiar, la investigación sobre el conflicto se ha centrado, tradicionalmente, en dinámicas diádicas (Dunn, 2014), aunque, más recientemente, algunas propuestas han evidenciado la importancia de considerar la naturaleza polidiádica de los conflictos familiares y la participación, tanto de los niños como de los adultos, en roles de juicio, alianza o mediación (Persram et al., 2019;Scirocco et al., 2022). ...
February 2022
... Studies have investigated parent-teaching in semistructured settings or by parental scaffolding of specific skills (Bell et al., 1981;Pellegrini et al., 1985;LeBlanc and Bearison, 2004;Bornstein, 2015). However, naturalistic interactions at home go largely undocumented (for an exception see Farhat et al., 2021), particularly regarding what parents teach and how parents approach teaching. Our novel study investigated parental teaching during naturalistic ongoing interactions at home, focusing on three domains of learning: knowledge, skills, and dispositions, and related subtopics. ...
August 2021
Journal of Cognition and Development
... Thus, the relationship between recorded music and emerging familial bonds may depend on the specific musical or environmental context used and warrants further investigation as children grow. Previous research suggests that older babies and young children still often dance to recorded music along with their parents (Kim and Schachner 2022) and siblings (Cirelli et al. 2020b). By creating a context that fosters interpersonal synchrony, recorded music likely plays a role in supporting early relationship formation. ...
January 2020
Review of Social Development
... Early in development, young children participate in giveand-take games, often with a caregiver, who leads and structures interactions. But, older siblings are also known to take the lead and structure and manage early interactions with a younger sibling (Pike & Oliver, 2017;Tavassoli et al., 2019) so they could easily serve a part in structuring early reciprocal sharing, in the form of turn-taking (I give, you take). Through these repeated exchanges with an older sibling, toddlers begin to understand the rules of reciprocity and become more active participants in these exchanges over time, even if initially, they had little moral understanding of the principles of equality and fairness. ...
April 2019
... Research in this field tends to include only mothers, probably because of persisting traditional gender roles (Liss et al. 2013). Another explanation could be the link between maternal education and children's academic outcomes and language development (Reardon 2011), but there is also evidence that fathers (e.g., Liu and Hoa Chung 2022;Xiao et al. 2020) and even siblings (e.g., Segal et al. 2018) have a unique impact on children's cognition and literacy development. ...
August 2017
Reading Research Quarterly