Horizontal Qualities in Parent–Child Relationships: Parallels with and Possible Consequences for Children's Peer Relationships

Abstract

The possibility that parent–child relationships contain horizontal qualities that parallel comparable qualities in child–peer relationships is examined. It is argued that these qualities in parent–child relationships provide children with opportunities to experience and practice horizontal skills, which are then used in relationships with peers. To examine this prospect, horizontal qualities in parent–child relationships are first defined and illustrated. Particular reference is made to reciprocity and shared power in parent–child relationships, especially in contexts involving parent–child play and control exchanges. Developmental changes in the extent, nature, and role of horizontal qualities in parent–child relationships are discussed. Evidence is provided of wide individual differences among parent–child dyads in the degree to which horizontal qualities are exhibited. A case is developed for horizontality in parent–child relationships having consequences for children's development of peer skills and competence. Issues and limitations associated with claims about the presence and role of horizontal qualities in parent–child relationships are outlined, and directions for future research suggested.