The Level of Mother-Child Emotional Availability by Narrative Responses Profile Types of Their Preschool Children
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The purpose of this study was to explore and examine the relationship between mother-child emotional availability and preschoolers` story stem narrative response. Eighty two 4-year-old preschoolers and their mothers participated in this study. This study used the following translated evaluation tools: Emotional Availability Scales(EA, 3rd edition) designed by Biringen and colleagues(1998) to examine the quality of the emotional relationship between mother and her child, and the MacArthur Story Stem Battery(MSSB) developed by Bretherton and colleagues with the MacArthur Narrative Group(1990) to measure preschoolers` narrative responses. The following statistical analyses were preformed descriptive, cluster analysis, and One-way ANOVA. The findings were as follows: First, 4 clusters of the narrative responses of 4-year-old preschoolers were prosocial story tellers, avoidant/dysregulated story tellers, constrained story tellers, and anxious story tellers. Second, the preschoolers in the prosocial cluster showed a high level of mother-child emotional availability and the preschoolers in the avoidant/dysregulated cluster showed a low level of mother-child emotional availability.Keywords:
Prosocial Behavior
This study investigated the maternal, sibling, and situational correlates of prosocial behavior between siblings and considered the relationship of prosocial to antisocial behavior. 50 mothers were videotaped with their first- and later-born daughters in a seminaturalistic game-playing setting. The relative absence of significant correlations among child prosocial behaviors supported the view that there are distinct dimensions of prosocial activity. Moderate but statistically significant correlations were observed between children's prosocial/antisocial behavior toward sisters and a variety of parenting behaviors considered relevant to the development of prosocial behavior. Of particular theoretical importance was the relationship between a mother's responsiveness to her child's expressed needs and infrequent-antisocial, frequent-prosocial interaction between her children. Although the findings held for both age groups, they were more frequently stronger and clearer for older children. A second major finding was an apparent sibling influence on prosocial and antisocial behavior, particularly for younger children. Attempts are made to describe patterns of influence among mothers and siblings from these correlational data.
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Research Findings: Despite the fact that the universal two-child policy had a significant impact on family structure and parenting behaviors, there is still a paucity of study on the mechanisms underlying this policy's effects. This study explored the role of social competence and sibling presence in the relationship between maternal warmth and prosocial behaviors. Participants were 203 children aged 5–6 years (Mage = 48.47 months, SD = 3.74;104 boys) and their mothers in China. Maternal warmth was assessed through the observation of mother – child interaction. Child social competence and prosocial behaviors were assessed by teacher. The results showed that:(1) only children had more prosocial behaviors than children with siblings; (2) maternal warmth (T1) was positively correlated with child prosocial behaviors at Time1 and Time2; (3) Social competence (T2) mediated the longitudinal association between maternal warmth (T1) and child prosocial behaviors (T2); (4) The sibling presence moderated the relationship between maternal warmth (T1) and child prosocial behaviors (T2). Specifically, maternal warmth was only associated with subsequent prosocial behaviors for children in one-child families. Practice or Policy: These results revealed the influence of family structure and maternal warmth on child prosocial behaviors especially for children with siblings.
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Abstract This 3‐wave longitudinal study investigated the developmental trajectories of instrumental helping, sharing and empathic helping across toddlerhood, and how socialisation processes (i.e., parents' and teachers' practices) contribute to these developments. Participants were 50 18‐months‐olds and 62 24‐months‐olds, their parents, and daycare teachers, who were followed 6 months and 12 months later. At each wave, toddlers' prosocial behaviours were observed through three laboratory tasks, and socialisation processes were examined through parents' and teachers' self‐report at the first and second waves. Instrumental helping increased from 18 to 36 months. Sharing increased from 18 to 30 months. Empathic helping increased from 24 to 36 months. Both parental and teachers' practices predicted prosocial behaviours at the ages when they are still emerging, but the relationship varied by types of behaviour examined. These findings confirm the developmental trajectories proposed in cross‐sectional studies and add evidence to the role of socialisation processes in the early development of prosocial behaviour.
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The debate between the two perspectives regarding the benefits of growing up with siblings versus growing up alone is ongoing. The current study was conducted to explore how young children`s prosocial skills are influenced by sibling status. Prosocial behaviors of 340 preschool children in South Korea were rated by their teachers and compared between children with siblings versus those who do not. The results showed that growing up with siblings did appear to have a positive influence on younger children, and the birth order and the gender of siblings did not affect prosocial behaviors among those children with siblings. Moreover, a mediation model showed that the difference between the two groups in prosocial behaviors was mediated by age, suggesting that the effect of sibling status on children`s prosocial behaviors diminished as children got older. Further analyses, for possible explanations of other factors playing parts in the relationship between sibling status and prosocial behaviors are discussed.
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Background Research supports the beneficial role of prosocial behaviors on children's adjustment and successful youth development. Empirical studies point to reciprocal relations between negative parenting and children's maladjustment, but reciprocal relations between positive parenting and children's prosocial behavior are understudied. In this study reciprocal relations between two different dimensions of positive parenting (quality of the mother–child relationship and the use of balanced positive discipline) and children's prosocial behavior were examined in Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. Methods Mother–child dyads ( N = 1105) provided data over 2 years in two waves ( M age of child in wave 1 = 9.31 years, SD = 0.73; 50% female). Results A model of reciprocal relations between parenting dimensions, but not among parenting and children's prosocial behavior, emerged. In particular, children with higher levels of prosocial behavior at age 9 elicited higher levels of mother–child relationship quality in the following year. Conclusions Findings yielded similar relations across countries, evidencing that being prosocial in late childhood contributes to some degree to the enhancement of a nurturing and involved mother–child relationship in countries that vary widely on sociodemographic profiles and psychological characteristics. Policy and intervention implications of this study are discussed.
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Abstract Children’s ability to engage in pretend play is important for healthy development. However, relative to cognitive play features, only a handful of studies have examined the influence of affect expression in pretend play on child development. This study evaluated prospective relations of 250 preschoolers’ ( M age = 49.05 months, SD = 2.95; 50% female; 46% Latinx) expressions of prosocial and aggressive affect themes in solitary pretend play with their prosocial and aggressive behaviors in laboratory and school settings two years later. Prosocial and aggressive affect themes in preschoolers’ pretend play evidenced specific and positive relations with prosocial and aggressive behaviors in the laboratory two years later, but not with teacher‐reported behaviors in school. Multigroup analyses indicated these relations did not vary as a function of child gender, ethnicity‐race, or poverty status. This study illustrates the complexity and behavioral significance of children’s affect expression in pretend play. Implications for understanding children’s play and social development include the need to consider affective (in addition to cognitive) play features, including specific affect themes in pretend play, as a potential window into children’s behavioral strengths and vulnerabilities.
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Prosocial behavior encompasses sympathetic, helpful, and caring responses toward others. Temperamental characteristics and experiences of child rearing are associated with children's prosocial behavior. However, little research has examined the associations between prosocial behavior and either temperamental inhibition or paternal child rearing. This study examined the contributions of maternal and paternal parenting and inhibition at 2 years to displays of prosocial behavior toward mothers and unfamiliar adults by 46 male and 42 female preschoolers. There were no direct links between toddler inhibition or fathers' parenting and prosocial behavior 2 years later, although protective maternal parenting predicted prosocial behavior. Toddlers' inhibition and gender moderated the links between maternal parenting and prosocial behavior. Maternal parenting was most strongly predictive of the prosocial behavior of more highly inhibited girls, suggesting there may be temperament- and gender-specific pathways for the development of positive characteristics.
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This study examined the effect of parenting style on children`s prosocial behavior. Children`s prosocial behaviors were examined by 3 factors : adaptation to school life, relationships with others, and ability to control emotions. Subjects were 195 three-, four-, and five-year-old children and their parents. Children`s prosocial behavior differed as a function of children`s age but not gender. Children`s relationships with others among the prosocial behaviors showed a statistically significant difference by mother`s autonomous parenting style. Unexpectedly, children`s prosocial behaviors did not vary according to fathers` parenting style.
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