Maternal scaffolding and children's social skills: a comparison between aggressive preschoolers and non-aggressive preschoolers

Abstract

When compared with their prosocial peers, aggressive children have more difficulties with problem-solving, emotion regulation, and social skills. Early disturbances in the parent–child relationship have long been recognised as putative factors; however, little attention has been focused on the preschool years, a period now recognised as critical for the development of social competence. This paper examines the differences between mothers of aggressive and non-aggressive preschoolers with respect to their ability to scaffold during joint problem-solving interactions and the relations between maternal scaffolding and children's social skills. The participants of this study were 60 preschoolers (3–6 years; 30 aggressive and 30 non-aggressive) and their mothers. Children's level of aggression and social skills was assessed through questionnaires completed by the children's mothers. The dyads engaged in a structured task. The mothers were rated on their use of scaffolding strategies. The results showed differences between mothers of aggressive and non-aggressive preschoolers in all but one aspect of scaffolding, with findings being in the expected direction. Group status moderated the relation between maternal scaffolding and preschoolers' social skills, specifically for assertion and self-control. The results are interpreted in terms of their importance for early intervention efforts with aggressive children.