Sibling Relations in Early and Middle Childhood

Howe, Nina; Paine, Amy L.; Ross, Helen E.; Recchia, Holly

doi:10.1002/9781119679028.ch24

Cited by 16 publications

(28 citation statements)

References 98 publications

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“…These differences may be partially due to degree of voluntariness of the relationships. Friendships are voluntary and have the potential to dissolve, whereas the obligatory sibling relationship will continue regardless of the positive or negative exchanges (Howe et al, 2022). One goal of the present study is to examine if children's shared meanings strategies during play and associations with connected communication behaviours differ according to the focal child's relationship with their play partner.…”

Section: Sibling and Friend Relationships: Contexts For Interaction A...mentioning

confidence: 99%

“…Specifically, the characteristics of the two relationships vary along the dimensions of reciprocity, closeness, and voluntariness (DeHart, 1999;Hinde, 1979). Both relationships are characterized by reciprocal (i.e., mutually returned) interactions (Dunn, 2015;Howe et al, 2022). Siblings also have opportunities to engage in complementary interactions due to their inherent age difference; meaning, the more experienced older sibling can scaffold, or guide, the development of the less experienced younger sibling (Dunn, 2015;Vygotsky, 1976).…”

Section: Sibling and Friend Relationships: Contexts For Interaction A...mentioning

confidence: 99%

“…Moreover, both relationships are likely to be close and intimate. Siblings share a long, co-constructed history that fosters closeness, familiarity and is often accompanied by affectively intense positive and negative interactions (Dunn, 2015;Howe et al, 2022). Friendships, however, may have a shorter history and are characterized by mutual liking, similarity, and often require support and companionship not always evident between siblings (Bukowski et al, 2018).…”

Section: Sibling and Friend Relationships: Contexts For Interaction A...mentioning

confidence: 99%

“…As children transition from early to middle childhood, they develop more sophisticated social, cognitive, and language skills that influence the nature of their play interactions (Howe & Leach, 2018). Siblings and friends are children's most frequent, intimate play partners; both relationships are significant developmental contexts with distinct characteristics that may impact how children interact depending on their partner (Dunn, 2015;Howe et al, 2022;Howe & Leach, 2018). The present longitudinal study provides a nuanced investigation of children's play by examining the shared meanings strategies children use to initiate, sustain, and end connectedness during play exchanges with their sibling and friend from early to middle childhood.…”

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confidence: 99%

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Children's connectedness and shared meanings strategies during play with siblings and friends

Leach

Howe

DeHart

2022

Infant and Child Development

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The present longitudinal study investigated children's shared meanings strategies used to initiate, sustain, and end connectedness during play with siblings and friends from early to middle childhood. Participants included 65 4‐year‐old focal children at time 1 (T1) and 46 7‐year‐old focal children at time 2 (T2) videotaped at home in separate semi‐structured free play sessions with an older or younger sibling and a same‐aged friend at both time points. Data were coded for (a) shared meanings strategies (e.g., introductions to play, description of actions) and (b) connectedness in communication (i.e., initiating, sustaining, and ending conversation). The two sets of codes were combined to create a new blended code (e.g., introduction‐initiate). Children used several strategies consistently to initiate, sustain, and end connectedness across play sessions, but in other cases employed strategies differentially. There were a few notable relationship differences; children engaged in more prosocial behavior and employed a play voice when initiating connectedness with their friend than sibling and more clarifications when sustaining connectedness with their sibling. The findings provide nuanced and novel insights into children's shared meanings strategies during play and connectedness in child‐child relationships across time.

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Section: Sibling and Friend Relationships: Contexts For Interaction A...mentioning

confidence: 99%

Section: Sibling and Friend Relationships: Contexts For Interaction A...mentioning

confidence: 99%

Section: Sibling and Friend Relationships: Contexts For Interaction A...mentioning

confidence: 99%

mentioning

confidence: 99%

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Children's connectedness and shared meanings strategies during play with siblings and friends

Leach

Howe

DeHart

2022

Infant and Child Development

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“…Siblings share a long, co-constructed history (Dunn, 2007; McHale et al, 2012) that makes their relationship a particularly important context for the development of social understanding (Howe & Recchia, 2014; Howe et al, 2022) and humor (Dunn, 1988; Paine, Howe, et al, 2019; Paine et al, 2021). In our previous work, we have observed that children’s humor produced with siblings often appears to be well-rehearsed, ritualistic, and based on the siblings’ intimate knowledge of, and experiences with, one another (Paine, Howe, et al, 2019; Paine et al, 2021).…”

Section: Humor Production In Childhoodmentioning

confidence: 99%

“A pirate goes nee-nor-nee-nor!” humor with siblings in middle childhood: A window to social understanding?

Paine¹,

Hashmi²,

Howe³

et al. 2022

Developmental Psychology

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Humor is a central feature of close and intimate relationships in childhood. However, fundamental questions regarding the relationship between humor production, pretend play, and social understanding have been overlooked. In a selected subsample from a prospective longitudinal study of first-born children (N = 110, M age = 6.91 years, 46.4% female, 98.1% parents identified as English, Welsh, Scottish, or Irish), we conducted detailed observational coding of children's humor production during dress-up play with younger siblings. Focal children also completed a battery of social understanding tasks that measured emotion understanding and second-order belief understanding. Focal children were also observed during solo free play with Playmobil, and their spontaneous references to others' cognitions and play with objects were coded. Correlation analyses indicated that children's word play with their sibling was associated with their tendency to engage in pretense during solo play. Regression analyses showed that humorous sound play with siblings was associated with their emotion understanding and playful teasing with siblings was associated with their spontaneous references to others' cognitive states during solo free play. Our findings contribute to knowledge and theory regarding domains of development associated with humor production in childhood.

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