Links between mother-child interactional synchrony, teacher-child interactional synchrony, and young children's social competence

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Date
2011
Journal Title
Journal ISSN
Volume Title
Publisher
University of Alabama Libraries
Abstract

Parent-child interactional synchrony has been shown to promote positive child development. Less is known about the effects of teacher-child interactional synchrony on preschool-age children. This study examines the relationship between mother-child interactional synchrony and relationship quality, teacher-child interactional synchrony and relationship quality, and young children's social competence with peers. While the results of this study showed very little correlation between mother-child and teacher-child relationship variables, teacher-child relationship quality variables were found to have a significant effect on children's aggression with peers and prosocial behavior with peers.

Description
Electronic Thesis or Dissertation
Keywords
Developmental psychology, Early childhood education
Citation