What you really want: Two-year-olds prioritise ultimate goals when helping

Toddlers are motivated to help others achieve their goals, but providing effective help also requires toddlers to consider what will be most helpful to another individual. Sometimes, helping requests provide conflicting information about an individual's goals, so we need to decide which information to prioritise in order to decide how is best to help. The current studies investigate how toddlers prioritise conflicting information about immediate and ultimate goals when helping. In Study 1, 2-year-olds were shown an opaque container of blocks (hidden blocks), a transparent container of blocks (visible blocks), and a colourful tube that plays music when a block is dropped inside. For half of the participants, both hidden and visible blocks played music but, for the other half, only the hidden blocks worked. A naïve experimenter asked for a block (immediate goal) to play music with (ultimate goal), and when both blocks were equally functional, we found that toddlers prioritised fulfilling the immediate request by providing a visible block; but when only the hidden block was functional, toddlers prioritising fulfilling the ultimate goal and helped by providing the functional but hidden block. Study 2 demonstrated that toddlers considered the experimenter's goal when helping, and not just their own attraction to the musical toy. This work adds to a growing body of literature investigating not only whether young children help, but also how young children reason when engaging in helping behaviour.     

The role of interactions with teachers and conflict with friends in shaping school adjustment

Fifth grade children (N = 346) identified school friends and reported on levels of conflict in relationships with these friends as well as perceived stress in relationships with teachers. Teachers and children provided ratings of problem behaviors at school, and children reported on their own perceptions of stress at school. Both less conflictual school friendships and less stressful relationships with teachers were linked with fewer feelings of stress and lower levels of problem problems at school. For the problem behaviors outcome, having more positive relationships with one set of others (teachers or friends) buffered children from experiencing negative consequences of poor relationships with the other set of individuals. The interaction effect involving friendship conflicts and stressful teacher interactions in relation to school stress was more complicated, differing for boys versus girls.     

Observed Emotions as Predictors of Quality of Kindergartners’ Social Relationships

This study evaluated whether positive and anger emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted social relationships among kindergarteners (N = 301). Emotions were observed as naturally occurring at school in the fall term and multiple reporters (peers and teachers) provided information on quality of relationships with children in the spring term. In structural equation models, positive emotion frequency, but not positive emotion intensity, was positively related to peer acceptance and negatively related to peer rejection. In contrast, the frequency of anger provided unique positive prediction of teacher–student conflict and negative prediction of peer acceptance. Furthermore, anger intensity negatively predicted teacher–student closeness and positively predicted teacher–student conflict. Implications for promoting social relationships in school are discussed.     

Reactive Temperament and Sensitivity to Context in Childcare

Consistent with Biological Sensitivity to Context and Differential Susceptibility hypotheses, this study found that children who, as infants, were more temperamentally reactive were more sensitive to the quality of childcare they experienced as toddlers, but not to the amount of childcare with peers they had experienced since birth. Children with both highly positively and negatively reactive temperaments were more socially integrated when care quality was higher and less integrated when care quality was lower compared with moderately reactive children. Reactive temperament was not found to moderate relations between care quality or care duration and internalizing or externalizing behavior problems. These findings support the need to consider individual differences among children in evaluating the impacts of childcare.     

Marital Conflict in the Context of Parental Depressive Symptoms: Implications for the Development of Children's Adjustment Problems

Relations among parental depressive symptoms, overt and covert marital conflict, and child internalizing and externalizing symptoms were examined in a community sample of 235 couples and their children. Families were assessed once yearly for three years, starting when children were in kindergarten. Parents completed measures of depressive symptoms and children's internalizing and externalizing symptoms. Behavioral observations of marital conflict behaviors (insult, threat, pursuit, and defensiveness) and self report of covert negativity (feeling worry, sorry, worthless, and helpless) were assessed based on problem-solving interactions. Results indicated that fathers' greater covert negativity and mothers' overt destructive conflict behaviors served as intervening variables in the link between fathers' depressive symptoms and child internalizing symptoms, with modest support for the pathway through fathers' covert negativity found even after controlling for earlier levels of constructs. These findings support the role of marital conflict in the impact of fathers' depressive symptoms on child internalizing symptoms.     

The Evolution of a Group for Young Children Who Have Witnessed Family Violence

Chldren who have witnessed their mothers being abused by fathers learn aggressive or passive methods of dealing with conflict that leave them at risk for responding with violence or being victimized in their adult relationships. Early intervention holds the promise of short-cutting this intergenerational transmission of violence through teaching alternative means of problem resolution. This paper describes the development of a group for young children, aged 5 to 7 years, that addresses the conflict resolution and safety skills that may be necessary when living in a home where violence has been a problem. Previous groups designed for older children were too didactic and conceptually-based for these younger children. The current group uses storybooks to introduce important issues and the children develop and act out stories related to the feelings and problems discussed.     

毛泽东与邓小平统一战线两个联盟思想之比较

毛泽东、邓小平作为中国共产党第一代、第二代集体领导的核心,在领导中国革命和建设的长期的过程中总结出具有中国特色的两个联盟思想。但由于历史条件不同,他们所阐述的理论各有特点。主要表现在三个方面,即关于两个联盟的内涵,两个联盟的政治基础,解决两个联盟内部矛盾的具体方法。     

The Role of Peers and Siblings in Toddlers’ Developing Understanding of Incompatible Desires

According to previous research, social experiences with other children might explain why three‐year‐olds are already quite proficient in understanding desires but not beliefs as subjective mental states. This study investigated toddlers’ (N = 50) developing subjective understanding of incompatible desires around the age of 3 years (M = 35.5 months) and the associated social factors (i.e., family demographics, peer, and sibling variables). Results indicated a developmental sequence from understanding desires to understanding desire‐dependent emotions with an unexpected positivity bias in toddlers’ prediction of own emotions. A hierarchical regression model revealed that specific social factors (i.e., reported quality of peer interactions and day care attendance) individually contributed to explaining the variance in children's desire‐reasoning skills. Findings are interpreted as supporting a belief–desire asymmetry, and specific social experiences, such as positive peer interactions and desire conflicts, may promote toddlers’ understanding of incompatible desires as subjective mental states.     

Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

Teachers' judgments of relational conflict are unique indicators of children's academic and social adjustment. Using a large, hierarchically nested sample of preschoolers (N = 2282) and teachers (N = 597) this study examines the individual and classroom factors associated with teachers' ratings of conflict, both before and after adjusting for problem behaviors ratings. Over half of the variance in teachers' reports of conflict with children was explained by ratings of children's problem behaviors. However, many children had more (or less) conflict than predicted based on teacher‐rated problem behavior. Older children were more likely to have conflictual relationships with teachers than expected based on their level of problem behavior. Furthermore, teachers who reported more depression and lower self‐efficacy and teachers who were observed to provide less emotional support in the classroom tended to report more conflict with students in their classroom than expected based on levels of problem behaviors.     

Emotional Reactivity and Emotional Regulation Strategies as Predictors of Social Behavior with Peers During Toddlerhood

Fifty-six mothers and their 24-month-old toddlers were observed on two occasions in a series of laboratory procedures designed to assess relations between emotional functioning (emotional reactivity and emotion regulation) in an individual assessment and social behavior with a same-sex peer. Emotional reactivity was assessed using two frustration tasks designed to elicit distress. Emotional regulation was assessed by examining the child's behaviors (venting, distraction, focal-object focus, self-orientation, and mother-orientation) when confronted by the two distress-eliciting tasks. Peer play behaviors were coded for social participation and peer-directed conflict (aggressive) behavior. The results indicated that both emotional reactivity and emotion regulation were important predictors of at least two types of social behavior: conflict and cooperation. Distress to frustration, when accompanied by high venting or high focal-object focus, was significantly related to conflict with peers but not when accompanied by distraction, mother-orientation or self-focused behaviors. These findings are discussed in terms of the adaptive value of emotion regulation skills in early development, and the importance of identifying the causal relations between child regulation and early social competence.     

Symbols Build Communication and Thought: The Role of Gestures and Words in the Development of Engagement Skills and Social‐emotional Concepts during Toddlerhood

Social skills and symbol skills are positively associated in middle childhood, but the relation between these domains is less clear in newly verbal toddlers. Vygotsky proposed that symbols are both tools for interaction and mental tools for thought. Do symbols help even very young children build skills for interacting with and conceptualizing the social world? Longitudinal data from 108 children and mothers were collected when children were 14, 24, and 36 months. Children's gestures and words during mother–child interactions were used as symbol skill indicators to predict children's abilities to engage others and the number of social‐emotional concepts children portray during play. In a series of growth models, words had a stronger effect on engagement skills whereas early gesture use predicted later development of social‐emotional concepts. Therefore, even in early development, symbols serve as both communication tools and mental tools to construct understanding of the social‐emotional world.     

Maternal Conflict Behavior Profiles and Child Social Skills

The current study examined associations between mothers’ behavioral profiles during mother‐child conflict interactions and their children's social skills. This person‐centered approach classified 181 mothers according to their levels of emotional responsiveness, intrusiveness, negativity, and engagement facilitation behaviors during an eight‐minute conflict discussion task with their child. Three distinct classes of mothers were identified using latent profile analysis: sensitive/engaged, moderately sensitive/engaged, and insensitive/disengaged. An analysis of covariance indicated that children of mothers in the sensitive/engaged group had significantly higher social skills than children of mothers in the moderately sensitive/engaged and insensitive/disengaged groups. Results suggest that mother‐child conflict interactions may benefit children's social development when mothers facilitate their children's participation in a highly sensitive manner.     

Assessing children's relationships with pet dogs: A multi-method approach

Relationships with pet dogs are thought to provide substantial benefits for children, but the study of these relationships has been hindered by a lack of validated measures. Approaches to assessing the quality of children's pet dog relationships have tended to focus on positive relationship qualities and to rely on self-report questionnaires. The aim of this study was to develop and test multiple measures that could be used to assess both positive and negative features of children's relationships with pet dogs. In a sample of 115 children ages 9–14 years who were pet dog owners, we assessed six qualities of pet dog relationships: Affection, Nurturance of Pet, Emotional Support from Pet, Companionship, Friction with Pet, and Pets as Substitutes for People. All qualities were assessed with child questionnaires, parent questionnaires, and child daily reports of interactions with pets. We found substantial convergence in reports from different observers and across different measurement approaches. Principal components analyses and correlations suggested overlap for many of the positive qualities, which tended to be distinct from negative relationship qualities. The study provides new tools which could be used to test further how relationships with pets contribute to children's development.     

Children's responses to angry adult behavior as a function of experimentally manipulated exposure to resolved and unresolved conflict

Children's past experiences with anger between adults are likely to affect their reactions to ongoing conflict episodes. Four- to ten-year-olds' responses to interadult anger were examined as a function of experimentally manipulated exposures to resolved and unresolved anger. To manipulate exposure histories, children were first presented with videotaped segments of both resolved and unresolved angry interactions. They were then presented with arguments between the two couples that were interrupted in progress; children were interviewed next. At the point of argument interruption, the couple with a history of unresolved anger was perceived by girls as more sad, expected by children to be more sad in the future, and expected to be less likely to either have a positive future outcome or to resolve their disputes, in comparison to the couple with a resolved anger history. Similarly, children tended to expect to feel sad themselves in the future, in response to the discordant versus the harmonious couple. Several age differences in affective responding were found.     

Assessing low‐income African‐American pre‐schoolers' behaviour problems in relationship to community violence,inter‐partner conflict,parenting, informal social support and social skills

This study examined the relations among community violence exposure, inter‐partner conflict and informal social support and the behaviour problems of pre‐schoolers, and explored how mothers' parenting skills and children's social skills may mediate the child outcomes associated with such exposure. Participants were 185 African‐American mothers and female caregivers of Head Start children who completed study measures in a structured interview. Path analyses revealed that greater inter‐partner conflict was associated with more internalizing and externalizing child behaviour problems. Positive parenting was associated with fewer internalizing and externalizing behaviours. Higher levels of child social skills were associated with fewer internalizing and externalizing behaviour problems. Child social skills fully mediated the relationship between community violence and externalizing behaviours as well as between informal support and externalizing behaviours. Social skills partially mediated the relationships between positive parenting and externalizing behaviours. No mediating effect was found on the relationships between inter‐partner conflict and child behaviour problems. Implications of the findings for intervention and future research are discussed.     

To be fair,generous, or selfish: The effect of relationship on Chinese children’s distributive allocation and procedural application

Previous research has found that children’s sharing with others relies on fairness norms, but also varies according to their social relationships. The current study focuses on the conflict between fairness and relationship, exploring their impacts across two resource allocation contexts. We used a parallel work task to explore the effect of relationship with different recipients (friend, stranger, or disliked peer) on three allocation patterns (generous, fair, or selfish), when children directly allocated resources (distributive allocation), or applied different procedures to recipients (procedural application). Participants consisted of 123 Chinese children between the ages of 6 and 12. We found that in the distributive allocation context, in which participants directly decided the outcome, children primarily considered their relationship with recipients when dividing resources, not fairness. However, in the procedural application context, in which children could choose different allocation procedures for recipients, children primarily preferred fairness, regardless of social relationship. Moreover, when making distributive allocations, 6‐ to 8‐year‐olds were more selfish toward their disliked peers, whereas 9‐ to 12‐year‐olds tended to be more fair and generous toward their friends and strangers. These findings shed light on the link between social relationship and fairness within different allocation contexts among children of Chinese cultural background.     

Gender and friendship: relationships within peer groups of young children

We examined the influences of developing gender segregation on children's friendship maintenance in a longitudinal sample of 40 (17 girls) children who began their peer group experiences as infants. Friendships were behaviorally identified and social interaction was observed and rated six times between average age 16.3 months and average age 49.1 months. The proportion of cross-gender friendships increased with age only when children formed friendships outside of the core group of peers with whom they had begun infant care. Girl-girl and cross-gender friendships were more likely to be maintained than boy-boy friendships. Cross-gender friends tended to be similar in gregariousness in both toddler and preschool periods, similar in hostile aggression as toddlers, and similar in withdrawn behavior as preschoolers. Same-gender friends were not similar in social interaction style. Social skill similarity was generally more important as a basis for friendship in the toddler periods than in the preschool periods. However, cross-gender friends tended to be similar in social skills throughout both the toddler and preschool periods.     

Service user experience of participation in child welfare case management

Child welfare case management systems were designed, in part, to standardize participatory practices for both young people and their parents. This paper reports the findings of a qualitative study of Australian service users' experiences of participation when using the case management systems, Looking After Children and Supporting Children and Responding to Families. Findings indicate that the majority of service users reported positive experiences of participating in the use of these systems. However, participatory relations were often slow to develop and frequently involved conflict. Some service users used their power to control the flow and accuracy of information, or resisted workers in other ways. Some children and young people were excluded from the opportunity to participate because the systems did not have a ‘text‐based’ format to ‘ensure’ that this process occurred. These findings indicate that case management systems did not result in relationships which consistently informed the intervention in a way that the systems' authors had envisaged. Service users did not necessarily take up the openings offered to them and workers did not necessarily comply with the systems' obligations. The findings cause us to question the assumptions that power can be bestowed or withdrawn, in the way suggested by these case management systems.     

Young children's social withdrawal and teacher–child relationship quality: A cross-cultural comparison between the Netherlands and China

The present study investigated how young children's (5-to-8-year-olds) social inhibition and solitary behavior were associated with teacher–child relationship quality and whether these associations differed across the Netherlands and China. The Dutch sample included 35 teachers and 201 children (49% girls). The Chinese sample consisted of 19 teachers and 152 children (50% girls). Teachers rated children's social inhibition and solitary behavior, and their relationship (closeness, conflict) with each child. Multilevel linear modeling revealed that in both countries, social inhibition was associated negatively with closeness and solitary behavior was associated positively with conflict. These associations were equally strong in China and the Netherlands. One association differed across countries: Social inhibition was associated negatively with conflict in the Netherlands, whereas this association was not significant in China. As such, cultural values could affect how social inhibition links to teacher–child relationships. Caution is recommended when generalizing findings from one country to another country.     

Daily links between school problems and youth perceptions of interactions with parents: A diary study of school‐to‐home spillover

This study examined how academic and peer problems at school are linked to family interactions at home on the same day, using eight consecutive weeks of daily diary data collected from early adolescents (60% female; M age = 11.28, SD = 1.50), mothers and fathers in 47 families. On days when children reported more academic problems at school, they, but not their parents, reported less warmth and more conflict with mothers, and more conflict and less time spent around fathers. These effects were partially explained by same‐day child reports of higher negative mood. Peer problems were less consistently associated with parent‐child interactions over and above the effects of academic problems that day. A one‐time measure of parent‐child relationship quality moderated several daily associations, such that the same‐day link between school problems and child‐report of family interactions was stronger among children who were closer to their parents.