Summary: How parents and toddlers play together can predict children’s future social interactions. By observing over 120 mother-child pairs, researchers found that responsive and assertive behaviors during play were linked to better social competence with peers.
Children whose mothers balanced sensitivity and responsiveness in play were more likely to show the same skills with their friends and new acquaintances. These findings suggest that early parent-child interactions may serve as a framework for how children approach social situations later in life.
Key Facts:
- Parent-child play predicts children’s future social competence.
- Balanced assertiveness and responsiveness during play are linked to better peer interactions.
- Early interactions with caregivers provide a social script for later peer relationships.
Source: University of Georgia
The way parents and their children play together may be the framework for how kids will treat other children, according to a recent study from the University of Georgia.
Figuring out how to approach new social situations is key for toddlers, and research suggests that caregivers play a big part in giving kids a script to draw from.
The new study found the way mothers and toddlers interacted during play predicted how the children later interacted with other kids.
“It’s not just what the mom does when they’re interacting, and it’s not just what the child does when they’re interacting,” said Niyantri Ravindran, lead author of the study and an assistant professor in UGA’s College of Family and Consumer Sciences.
“It’s really about how their behaviors are occurring together. That back-and-forth dialogue between the mother and child is contributing to how children are interacting with their peers.”
Caretakers help kids practice for future social situations
The study drew from data collected at the University of Illinois. Researchers brought more than 120 mothers and their toddler-aged children to a lab playroom to observe how they interacted while playing.
The researchers followed the children through their preschool days, examining how they interacted with their friends while playing.
After six months, the researchers paired children with kids they had never met and observed how the pairs interacted. Later, when the children were around 4 1/2 years old, researchers brought the participating children in to play with a close friend.
The researchers focused on two main types of behavior: responsiveness and assertiveness.
“Having a balance between those two behaviors could help result in more socially competent children.” —Niyantri Ravindran, College of Family and Consumer Sciences
Children who were receptive to the suggestions of their playmate and enthusiastic about playing with them scored high on responsiveness.
While many may think assertive behavior equals aggressive behavior, assertiveness in this study meant that the children took initiative, like inviting another kid to play or coming up with ideas for games.
Mothers and children had a strong connection if the mother was sensitive to the child’s behavior and the child responded positively. When they showed this dynamic during play, those children were more likely to show the same responsiveness with their friends.
Similarly, when mothers were sensitive and children were assertive during play, those children were more likely to be assertive with kids they didn’t know.
Assertiveness is a needed skill when meeting new peers
Meeting someone new can be nerve-wracking for many kids. They need the confidence to take initiative and assert themselves in a respectful way. With a friend, however, they know what to expect, so responding feels more natural.
Interacting with someone new requires different skills than spending time with a friend.
“You don’t want a child to be completely only compliant and never really taking the initiative,” said Ravindran. “Neither do you want a child who is bossy and never listening to the other kids’ suggestions. Having a balance between those two behaviors could help result in more socially competent children.”
Play helps build social skills
Caregivers play a large role in how children develop social skills and not just because they are their children’s primary role models. How kids and parents interact serves as practice for new social situations.
Most of the time, parents are in charge. They decide the rules their children follow and what their kids can or can’t do.
When playing, that hierarchy breaks down. Kids are free to tell their parent what they want and how they want to play.
“You’re going to guide your child, teach them and show them how to do things, but it’s also just as important to follow their lead sometimes,” said Ravindran. “That can really help balance out those behaviors.”
This study was published in Developmental Psychology and co-authored by Nancy L. McElwain of the University of Illinois’ Department of Human Development and Family Studies.
About this developmental neuroscience research news
Author: Savannah Peat
Source: University of Georgia
Contact: Savannah Peat – University of Georgia
Image: The image is credited to Neuroscience News
Original Research: Closed access.
“Dynamic coupling of maternal sensitivity and toddlers’ responsive/assertive behaviors predicts children’s behavior toward peers during the preschool years” by Niyantri Ravindran et al. Developmental Psychology
Abstract
Dynamic coupling of maternal sensitivity and toddlers’ responsive/assertive behaviors predicts children’s behavior toward peers during the preschool years
We examined the extent to which dynamic coupling of (a) maternal sensitivity and (b) children’s responsive and assertive behaviors toward mothers during a semistructured play session predicts children’s responsive and assertive behavior toward an unfamiliar peer at 39 months and a close friend at 58 and 66 months.
Maternal and child behaviors were rated in 30-s epochs during play when children were 32 months old (Time 1; N = 128; 66 girls). Children were rated on their responsiveness and assertiveness toward an unfamiliar peer in the early preschool years (Time 2) and toward a friend in the late preschool years (Time 3).
Residual dynamic structural equation models showed that stronger positive contemporaneous coupling of maternal sensitivity and children’s responsiveness in a given 30-s epoch of the play session predicted greater observed responsiveness toward a friend in the late preschool years, after controlling for mean levels of maternal sensitivity and child responsiveness.
On the other hand, positive contemporaneous coupling of maternal sensitivity and child assertiveness predicted children’s higher levels of observed assertiveness toward an unfamiliar peer in the early preschool years, after controlling for mean levels of maternal sensitivity and child assertiveness.
Results suggest that the dynamic coupling of specific positive behaviors during mother–child interaction may provide children with social scripts to draw on in diverse peer contexts.
