Children's Sociability Research Articles

Mother and child temperament as interacting correlates of parenting sense of competence in toddlerhood

AbstractWe examined mother and child temperament as correlates of mothers' perceptions of the parenting role and considered whether mother and child traits combine to relate to parenting beliefs. Participants were 107 mothers of 21‐ to 27‐month‐old toddlers (53 males). Mothers reported their own and their toddlers' temperament and their own parenting sense of competence. Consistent with past work, both maternal and child traits were independently associated with parenting sense of competence. Mother and child negative emotionality were associated with less parenting sense of competence, and child sociability was associated with more parenting sense of competence. Relations between child activity level and parenting beliefs were mixed, with child activity level associated with less efficacy, but more interest, in parenting. Some of the relations between child temperament and maternal parenting beliefs also varied depending on mothers' temperament. Child low negative emotionality and high sociability were associated with more parenting sense of competence only when mothers also shared these traits. Child shyness was associated with more parenting sense of competence only among mothers who were more sociable. Findings underscore the importance of considering parenting beliefs in the context of both mother and child temperament traits.Highlights We examined child and maternal traits in relation to parenting efficacy, satisfaction, and interest in mothers of toddlers. Child negativity, activity, sociability, and shyness were related to mothers' parenting beliefs, and some of these associations varied depending on mothers' temperament. Research that considers both mother and child traits in relation to parenting self‐perceptions may ultimately inform interventions to promote positive parenting beliefs and optimal child development.

집단미술치료 프로그램이 지역아동센터 아동의 자아존중감과 사회성에 미치는 영향

집단미술치료 프로그램이 지역아동센터 아동의 자아존중감과 사회성에 미치는 영향

Investigating the role of parent and child characteristics in healthy eating intervention outcomes

While numerous studies have investigated the efficacy of interventions at increasing children’s vegetable consumption, little research has examined the effect of individual characteristics on intervention outcomes. In previous research, interventions consisting of modelling and rewards have been shown to increase children’s vegetable intake, but differences were identified in terms of how much children respond to such interventions. With this in mind, the current study investigated the role of parental feeding practices, child temperament, and child eating behaviours as predictors of intervention success. Parents (N = 90) of children aged 2–4 years were recruited from toddler groups across Leicestershire, UK. Parents completed measures of feeding practices, child eating behaviours and child temperament, before participating in one of four conditions of a home-based, parent led 14 day intervention aimed at increasing their child’s consumption of a disliked vegetable. Correlations and logistic regressions were performed to investigate the role of these factors in predicting intervention success. Parental feeding practices were not significantly associated with intervention success. However, child sociability and food fussiness significantly predicted intervention success, producing a regression model which could predict intervention success in 61% of cases. These findings suggest that future interventions could benefit from being tailored according to child temperament. Furthermore, interventions for children high in food fussiness may be better targeted at reducing fussiness in addition to increasing vegetable consumption.

The effects of an integrated brain education-based character development program on the self-esteem and sociability of children

The effects of an integrated brain education-based character development program on the self-esteem and sociability of children

교사와 유아 간의 관계와 유아의 사회적 능력간의 관계에서 유아 수줍음의 매개효과

The purpose of this study was to examine the mediating effects of young children's shyness on the relationship between teacher-children relationship and young children's social competence. The subjects of the study were 270 children from three years to five years old and their teachers in Busan. Frequency, t-test, Cronbach <TEX>${\alpha}$</TEX>, Pearson's correlation coefficients, and hierarchial regression were used for data analysis. The results were as follows: first, teacher-children intimacy showed positive correlation with the young children's social competence. Teacher-children conflict showed negative correlation with the young children's social competence. Second, teacher-children intimacy showed negative correlation with the young children's shyness. Teacher-children conflict showed positive correlation with the young children's shyness. Third, young children's shyness showed negative correlation with the young children's social competence. Fourth, young children's shyness had partial mediating effects on the relationship between teacher-children intimacy and young children's sociability. Young children's shyness had partial mediating effects on the relationship between teacher-children intimacy and young children's popularity and leadership. Young children's shyness had partial mediating effects on the relationship between teacher- children conflict and young children's sociability. Young children's shyness had partial mediating effects on the relationship between teacher-children conflict and young children's popularity and leadership.

Influence of Cultural Resources of Mothers over Parenting Values in Russian Families

The purpose of the study is a comparative analysis of the complex of economic, cultural and psychological resources of mothers of three groups focused on different values in child rearing (obedience “O”, curiosity “C”, sociability “S”). The study involved 500 mothers selected basing on the criterion of self-identification of their economic status (low and medium), under the age of 45, with children aged from 1.5 to 3 years old. The analysis of the results showed that a quarter of mothers (24.2%) choose obedience as the dominant value of family education. Mothers from group focused on the value of “C”, account for almost half of the sample (47.0%). A third of the respondents are aimed at instilling sociability in children (28.8%). There is a certain impact that disparity in supply of mothers with various resources has on cultivating in children values contributing to a successful adaptation. Mothers instilling in children curiosity and sociability have richer cultural resources. They are also characterized by a more positive self-perception. Resulting differences are explained by both objective factors characteristic for women from the group focused on instilling obedience - a lower level of education, qualifications, financial situation, small social experience, less intensive cultural practices, and by subjective characteristics - a lower self-esteem, self-doubt, insufficient personal maturity. The experience of relationships of mothers with their own parents is further employed in the process of upbringing of children. The paper suggests directions of correction of social and cultural attitudes and strategies of child-rearing.

Distinguishing shyness and sociability in children: An event-related potential study

Shyness and sociability are independent personality dimensions, each with distinct behavioral and psychophysiological correlates that are conserved across development, culture, and phylogeny. However, relatively little is known regarding how shyness and sociability are instantiated in the brain, particularly during childhood and during the processing of nonsocial stimuli. Using a three-stimulus auditory oddball task, we examined whether variations in shyness and sociability were related to the N200 and P300 event-related potential (ERP) brain responses to processing task-relevant, novel, and standard auditory tones in 53 typically developing 10-year-old children. ERP amplitudes were measured at four midline scalp sites: Fz, FCz, Cz, and Pz. We found that increases in shyness were correlated with increases in target P300 amplitudes across all four head sites, increases in standard P300 amplitudes, and decreases in target P300 latencies in anterior sites. No relations were found for sociability and P300 responses. We also found that P300 amplitude in the frontal region to standard tones mediated the relation between conflicted shyness (i.e., high shyness and high sociability) and emotional instability. These results suggest that shyness and sociability are distinguishable on neurocognitive measures and that these neurocognitive measures may be putative mechanisms in understanding risk for emotional instability and a broad range of dysregulated behavioral problems observed in individuals characterized by conflicted shyness.

Helping Children Help: The Relation between Maternal Scaffolding and Children's Early Help

AbstractTheory and empirical research suggest that parental scaffolding of children's participation in chores may contribute to the development of early helping. Sixty mother–child dyads with toddlers between 18 and 24 months of age were assessed on two measures of scaffolding (during a cleanup chore; reading an emotionally laden book together). Children's helping was assessed in five tasks with an experimenter, and children were also assessed for social approach to an unfamiliar adult as a measure of sociability, and for internal state language as a measure of social understanding. Both mothers' scaffolding of everyday helping and children's sociability uniquely predicted individual differences in children's helping. Thus, individual differences in children's helping appear early, and are associated with both temperament and with parents' efforts to support and encourage young children's helpfulness.

Infância, experiência e performatividade: primeiras aproximações

This paper presents and discusses some preliminary results of a Master thesis aimed to examine the experiences of children of four years within a public institution of early childhood education. The study of interpretative character seeks its theoretical basis in the sociology of childhood and childhood pedagogy and child education. From the methodological point of view, the research is based on a case study (ANDREW, 1991; SARMENTO, 2003) assuming a logic of ethnographic research (NUT, 2004; GREEN, DIXON, ZAHALIRICK, 2005), the main data collection instruments data, participant observation, photographs and drawings articulated with orality; Interviews with children, among others. It also discusses the notion of childhood experience as the possibility of analysis of the forms of sociability of children

Gender differences in emotionality and sociability in children with autism spectrum disorders

BackgroundFour times as many males are diagnosed with high functioning autism compared to females. A growing body of research that focused on females with autism spectrum disorder (ASD) questions the assumption of gender invariance in ASD. Clinical observations suggest that females with ASD superficially demonstrate better social and emotional skills than males with ASD, which may camouflage other diagnostic features. This may explain the under-diagnosis of females with ASD.MethodsWe hypothesised that females with ASD would display better social skills than males with ASD on a test of friendship and social function. One hundred and one 10- to 16-year-olds (ASD females, n = 25; typically developing (TD) females, n = 25; ASD males, n = 25; TD males, n = 26) were interviewed (using the friendship questionnaire (FQ)) with high scores indicating the child has close, empathetic and supportive relationships. One parent of each child completed the FQ to assess whether there are differences in perception of friendships between parents and children.ResultsIt was found that, independent of diagnosis, females demonstrated higher scores on the FQ than males. Further, regardless of gender, children with ASD demonstrated lower scores than TD children. Moreover, the effect of ASD was independent of gender. Interestingly, females with ASD and TD males displayed similar scores on the FQ.ConclusionsThis finding is supported by clinical reports that females with ASD have more developed social skills than males with ASD. Further research is now required to examine the underlying causes for this phenomenon in order to develop gender-appropriate diagnostic criteria and interventions for ASD.

Ｇenetic and Environmental influences on Sociability of Children (1):

Ｇenetic and Environmental influences on Sociability of Children (1):

Genetic and Environmental influences on Sociability of Children (2)

Genetic and Environmental influences on Sociability of Children (2)

Perioperative anxiety in children

OBJECTIVES & AIM: The purpose of this investigation was to examine children's anxiety across the perioperative setting. Although several studies have examined preoperative anxiety in children, few researchers have illustrated perioperative anxiety; that is, anxiety in children throughout the pre and postoperative continuum. Participants were 261 children ages 2-12. Anxiety was rated prior to surgery, immediately after surgery, and for 2 weeks at home following surgery. Low child sociability and high parent anxiety predicted perioperative anxiety. Perioperative anxiety was related to postoperative pain and negative postoperative behavioral change. Identification and prevention of anxiety in children can help prevent negative outcomes following surgery.

Toddlers’ Temperament Profiles: Stability and Relations to Negative and Positive Parenting

This study investigated the type and stability of temperament profiles in toddlers, and relations of profile probability to negative and positive parenting trajectories. Mothers (N = 96) rated their child’s (41 girls and 54 boys) Sociability, Anger Proneness, and Activity Level four times during 1 year. The assessment of parenting included both maternal self-reports and observational measures. Latent profile analysis indicated three child temperament profiles: a well-adjusted ‘typical’ profile, an ‘expressive’ profile with heightened externalizing problems, and a ‘fearful’ profile with heightened internalizing problems. Although toddlers’ profile classifications were highly stable across 1 year, individual differences in (changes in) toddlers’ temperament profile probability occurred. We identified negative and positive parenting as environmental mechanisms that were related to the development of temperament profiles over time. These results support the notion that, in addition to having a genetic base, temperament is subject to maturation and experience over time.

Overview of the Japan Children's Study 2004-2009; Cohort Study of Early Childhood Development

BackgroundThere are still a lot of unknown aspects about the childhood development of sociability which are based on neuroscientific basis. Purpose of the Japan Children’s Study (JCS) was to verify the normal process of child development of sociability; the trajectory and factors related development of sociability, and to collect findings and integrate the knowledge to make the plan of long-term and large scale cohort study.MethodsA child cohort study underway in Japan since 2005. There are the cohort study including a infant cohort study at age of 4 months to 30 months and a preschool cohort study at age of 5 years old to 8 years old. Questionnaires, direct observation of children and cognitive testing were performed.ResultsIn infant cohort study, 465 infants were recruited at 4 months and 367 children were followed up to 30 months, follow up rate was 78.9% and in the preschool cohort study, total 192 children (112 at 2005 and 80 at 2007) at age of 5 years old and 169 followed up to 6 years (follow up rate was 88.0%), and 79 children were followed up to 8 years old (follow up rate was 70.5%) old. Several new measurements to evaluate child sociability were developed. Some factors related to development of child sociability were found for example the ‘praise’ was related to child sociability in cohort study based on neuroscience findings.ConclusionsThough the trajectory of child sociability development were not clarified, some significant factors related to development of sociability, and the basic findings to conduct a long-term and large scale cohort study were provided.

Do Parents' Social Skills Influence Their Children's Sociability?

This paper examines the effect of parents' social skills on children's sociability, using the U.S. National Longitudinal Survey of Youth 1979 (NLSY79). This survey, like some other national surveys, lacks detailed information on parents; to remedy this deficiency, we construct a measure of parents' skills based on their occupational characteristics from the Dictionary of Occupational Titles (DOT). The sociability relationship varies across parents and children by gender, but remains statistically significant (especially between fathers and sons), even after controlling for a variety of other background characteristics.

Do Parents' Social Skills Influence Their Children's Sociability?

This article uses the U.S. National Longitudinal Survey of Youth 1979 (NLSY79) to examine the effect of parents’ social skills on their children’s sociability. Similar to many other national surveys, this survey lacks detailed information on parents. To remedy this deficiency, we construct a measure of parents’ sociability skills based on their occupational characteristics extracted from the Dictionary of Occupational Titles (DOT). Even after controlling for a variety of background characteristics, including cognitive skills, we find that the sociability relationships between fathers and sons and between mothers and daughters remain statistically significant. We find that the dollar value to the sons of a given increase in their fathers’ sociability is one-sixth of the value to the sons of the same standard-deviation increase in their fathers’ education.

Maternal Autonomy‐ and Connectedness‐oriented Parenting Behaviors as Predictors of Children's Social Behaviors in China

AbstractThe purpose of the study was to examine the contributions of maternal encouragement of autonomy and maternal encouragement of connectedness to the prediction of children's social behaviors. A sample of children (N = 94), initially aged two years, and their mothers in China participated in the two‐year longitudinal study. Child autonomy and connectedness and maternal goal‐oriented behaviors were assessed at two years of age through the observation of mother–child interactions. Data on children's social participation, prosocial behavior, aggression, and organization/leadership in peer interactions were collected in a follow‐up study when the children were four years of age. It was found that maternal encouragement of connectedness significantly predicted children's sociability and organization/leadership behavior, especially for children who were relatively high on autonomy. The results indicated the developmental significance of socialization goal‐oriented behaviors in cultural context.

On How Group Art Therapy cooperated with Appreciation of Famous Pictures Helps Improve preschool Children's Sociability

On How Group Art Therapy cooperated with Appreciation of Famous Pictures Helps Improve preschool Children's Sociability

A comparative study of child temperament and parenting in Beijing, China and the western United States

The purpose of this investigation was to examine comparable dimensions and linkages between child temperament and parenting styles with samples from Beijing, China and the western United States. Participants included 404 mothers and fathers from Beijing, China and 325 mothers and fathers from the western United States. Both mothers and fathers completed Buss and Plomin's (1984) EAS Temperament Scale as well as a spousal-report measure of parenting styles. Structural equation modelling was used to identify invariant (statistically comparable) factors for child temperament and parenting styles. Within-culture gender comparisons showed that Chinese fathers (relative to mothers) viewed their sons as being more active and sociable than daughters while US mothers (relative to fathers) rated their sons as being more active. Across-culture differences revealed that US parents (relative to Chinese parents) viewed children as more emotional while Chinese fathers (relative to US fathers) rated their children as more active. Similar and differential cultural patterns of linkages were also found between parenting styles and child temperament. Child emotionality was positively associated with authoritarian parenting in both cultures while child activity level was linked to more authoritative and less authoritarian parenting styles, but only in the Chinese sample. Finally, child sociability was found to be negatively linked to cross-gender patterns of authoritarian parenting in the US while mothers’ and fathers’ authoritarian parenting in China was linked to lower sociability in daughters only.