Parent behaviors in free‐play and problem‐solving interactions in relation to problem behaviors in preschool boys

Davenport, Becky R.; Hegland, Susan; Melby, Janet N.

doi:10.1080/03004430600852064

Cited by 9 publications

(14 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In fact, studies have shown significant associations between the quality of the parentchild relationship and children's social competence (Black & Logan, 1995;Haskett & Willoughby, 2006), emotion regulation (Cole, Dennis, Smith-Simon, & Cohen, 2009;Denham, 1998;Landy & Menna, 2001), and problem behaviours, specifically aggression (Davenport, Hegland, & Melby, 2008;Olweus, 1980). The purpose of this study is to examine whether there are links between preschoolers' physical and relational aggressive behaviour and the quality of parent-child interactions using an increasingly popular measure of the quality and style of interactions called interactional synchrony (IS).…”

Section: Introductionmentioning

confidence: 97%

Physical and relational aggression in young children: the role of mother–child interactional synchrony

Ambrose

Menna

2013

Early Child Development and Care

View full text Add to dashboard Cite

This study examined the relationships between the quality of parent-child interactions, specifically interactional synchrony (IS), and physical and relational aggression in young children. Seventy-three children (3-6 years; 44 males, 29 females) and their mothers participated in this study. The children's level of aggression was assessed through questionnaires completed by their mothers and teachers/caregivers. Mother-child dyads engaged in a free play task and a structured task that were coded for IS. The level of IS only in the free play task, but not in the structured block task predicted children's parent-rated physical aggression levels, with lower levels of IS predicting more aggression. No significant sex differences were found in the levels of IS, physical or relational aggression. The findings are helpful for better understanding of parent-child relationships and problem behaviours and for making intervention recommendations.

show abstract

Section: Introductionmentioning

confidence: 97%

Physical and relational aggression in young children: the role of mother–child interactional synchrony

Ambrose

Menna

2013

Early Child Development and Care

View full text Add to dashboard Cite

show abstract

“…It has long been recognised in Western contexts that involving parents in school programmes can have a variety of beneficial outcomes for schools, students and their families (Davenport et al, 2008; DfE, 2011; Froiland et al, 2013; Michigan Department of Education, 2002). In Australia, the US and the UK for example, most guidelines and policies for schools now stress the importance of engaging positively with parents and gaining their active participation where possible in curricular and extra-curricular activities.…”

Section: Introductionmentioning

confidence: 99%

A play-based programme (Pillars of Society) to foster social skills of high-ability and average ability Primary-one students in Hong Kong

Liu

Yuen

Rao

2015

Gifted Education International

View full text Add to dashboard Cite

This paper describes a social skills programme implemented to enhance the social competence of Primary-one students in order to ensure a smooth adjustment after transition from kindergarten to a formal school learning environment. The participants were 122 students (64 boys and 58 girls; mean age 6.17 years, SD ¼ 0.29 years) newly enrolled in a Hong Kong primary school. The intervention involved 60 minutes of contact per week for 8 weeks, and focused on playing interactive group games led by trained parent volunteers. Raven's (1980) Standard Progressive Matrices were used to identify high-ability and average-ability students. In order to assess the programme's impact on social competence, parents and teachers completed the Early School Behavior Rating Scale. Results indicated that students in the programme made significantly greater progress than a comparison group of Primary-one students who did not go through the intervention. High-ability students showed significant improvements in social competence, sustained over time in both home and school settings. Students of average ability exhibited positive improvements in social competence in school, but this did not always transfer to home. Boys improved their social competence and narrowed the gender difference with girls. Implications for school intervention are discussed.

show abstract

“…Türkiye'de ve yurt dışında yapılan araştırmalar incelendiğinde; okul öncesi yaşta olan çocukların problem çözme becerilerine yönelik yapılan çalışmaların (Akkaya, 2006;Altun, Dönmez, İnan, Taner & Özdilek, 2001;Anlıak & Dinçer, 2005b;Can Akbaş, 2005;Davenport, Hegland & Melby, 2008;Dereli, 2008;Dinçer, Anlıak, Şahin & Karaman, 2009;Dinçer, 1995;Dinçer & Güneysu, 1997Freund, 1990;Kargı, 2009;Klahr & Robinson, 1981;Leerkes, Blankson, Q'Brien, Calkins & Marcovitch, 2011;Mills, Danovitch, Grant & Elashi, 2012;Nellis & Gridley, 2000;Ocak Anlıak & Dinçer, 2009;Özdil, 2008;Şahin, 2011;Şahin & Yıldırım, 2006;Tavlı, 2007;Thornton, 1999;Walker, Irving & Berthelsen 2002) olduğu görülmektedir. Shure (1990) tarafından, okul öncesi çocukların kişilerarası problemlere yönelik olarak alternatif çözüm düşünme becerisini değerlendirmek üzere "Okul Öncesi Kişiler Arası Problem Çözme Testi (Preschool Interpersonal Problem Solving Test-PIPS) (OKPÇ) geliştirilmiştir.…”

Section: Introductionunclassified

Problem Çözme Beceri̇si̇ Ölçeği̇ (Pçbö) Geçerli̇k Ve Güveni̇rli̇k Çalişmasi

Oğuz¹,

AKYOL²

2014

Cukurova University Faculty of Education Journal

View full text Add to dashboard Cite

Parent behaviors in free‐play and problem‐solving interactions in relation to problem behaviors in preschool boys

Cited by 9 publications

References 30 publications

Physical and relational aggression in young children: the role of mother–child interactional synchrony

Physical and relational aggression in young children: the role of mother–child interactional synchrony

A play-based programme (Pillars of Society) to foster social skills of high-ability and average ability Primary-one students in Hong Kong

Problem Çözme Beceri̇si̇ Ölçeği̇ (Pçbö) Geçerli̇k Ve Güveni̇rli̇k Çalişmasi

Contact Info

Product

Resources

About