Abstract
Relationships between maternal interaction during a shared book-reading task and children's social competence at Head Start were investigated. A style of elaborating her child's input predicted friendships and social play. Feeling friendships also predicted friendships. Prodding and restructuring questions negatively correlated with friendships and social play. Prodding questions was also negatively correlated with teacher-rated social competence. Mothers who answered their own questions had children low in friends, yet were perceived by teachers as socially skilled.
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