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Sibling relationship quality and social understanding (second-order false belief, conflict interpretation, and narrative conflict perspective references) were examined as unique and interactive correlates of sibling conflict behavior in 62 dyads (older M age = 8.39 years and younger M age = 6.06 years). High-quality relationships were associated with positive conflict processes. Younger siblings' second-order false belief scores were negatively associated with constructive conflict strategies, and older siblings' narrative self-referential focus was negatively associated with compromise. Associations between younger children's social understanding (conflict interpretation and narrative perspective references) and siblings' dyadic conflict behavior were moderated by relationship quality. Results suggest that links between social understanding and conflict behavior should be considered in conjunction with the quality of children's relationships. 相似文献
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Mothers' and fathers' responses to their children's spontaneous sibling conflicts were observed using a wireless microphone system. Eighty-eight two-child, two-parent families participated in three home observations. Secondborn children were 3 to 5 years of age and firstborn children were 2 to 4 years older. Associations between parents' enactment of three categories of conflict management strategies (passive nonintervention, child-centered management, and parental control) and sibling interaction quality varied according to children's ages, gender of the monitoring parent, and type of strategy used. Passive nonintervention was highly associated with the occurrence of subsequent conflict. Younger sibling dyads, in particular, behaved more antagonistically when their parents did not intervene. In contrast, older sibling dyads were less involved and less close when their mothers intervened in any way. Results suggest that relatively younger sibling dyads may benefit more than older dyads from parental intervention. 相似文献
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Training parents to mediate sibling disputes affects children's negotiation and conflict understanding 总被引：1，自引：1，他引：0
The effects of training parents to use formal mediation procedures in sibling disputes were examined in 48 families with 5- to 10-years-old children, randomly assigned to mediation and control conditions. Children whose parents were trained in mediation were compared with those whose parents intervened normally. Parents reported that children used more constructive conflict resolution strategies, compromised more often, and controlled the outcomes of conflicts more often in mediation families than in control families. Observations indicated less negativity in children's independent negotiations of recurrent conflicts, better understanding of the role of interpretation in assessing blame, and better knowledge of their siblings' perspectives in the mediation group. Thus, both social and social-cognitive gains resulted from experience with constructive conflict resolution. 相似文献
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Brenda L. Volling 《Early education and development》2001,12(2):185-207
The present study examined (1) the emotion regulation of preschool children by observing their emotional responses to a distressed younger sibling during a separation episode; (2) whether children's regulatory responses were related to sibling interaction observed during the separation episode, and (3) whether individual differences in these children's regulatory responses and the quality of sibling interaction could be predicted from early attachment relationships. Older siblings who ignored their younger siblings' distress were more likely to experience personal distress and use avoidant coping strategies. Emotion regulation strategies were related to the quality of sibling interaction such that older siblings who offered comfort to a distressed younger sibling were more likely to express positive affect in sibling interaction, whereas older siblings seeking adult assistance were less likely to engage in conflict and hostile behavior with a younger sibling. Preschool children who had an insecure-resistant infant-mother attachment at 1 year, were more likely to seek comfort from their younger siblings and engaged in more sibling conflict and hostility when they were 4 years old. The quality of infant-father attachment relationships was not significantly related to the child's emotion regulation at 4 years of age. Results are discussed with respect to the social origins of preschool children's emotional self-regulation and the consequences of emotional dysregulation in preschool settings. 相似文献
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Sixty-four sibling dyads (4-12 years old; 61% males; 83% European-American) were asked to resolve an ongoing conflict. Older siblings provided leadership by suggesting, modifying, justifying, and requesting assent to plans for conflict resolution. Younger siblings countered and disagreed, but also contributed to planning and agreed to their siblings' plans. Compromises were associated with first offers that met both children's goals, future-oriented planning, and limited opposition. Win-loss outcomes followed offers favoring only one child and arguments over older siblings' plans. Conflicts were unresolved when negotiations included frequent accusations and opposition, but little planning. Thus mutually beneficial conflict resolution required that children shift focus from debating past wrongs to developing plans to meet their unrealized goals in future interaction. 相似文献
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The impact of parental intervention on the quality of children's conflict behavior was examined using observational data from 40 English-speaking Canadian families with 2-and 4-year-old children. Children's behavior in the portions of fights that preceded their parents, interventions was compared to their behavior in fights in which there was no intervention. Also, children's behavior before parental intervention was contrasted with their behavior after intervention. It was found that parents intervened in the most intense fights between their children, fights in which the children displayed few de-escalating strategies. Parental intervention was associated with their children using fewer power strategies coupled with an increase in the use of more sophisticated negotiation moves. It was concluded that parental intervention in sibling conflict has beneficial effects in terms of the immediate quality of the children's fighting. Results were interpreted in light of contemporary models of socialization. 相似文献
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Sahar Borairi Andre Plamondon Michelle Rodrigues Nina Sokolovic Michal Perlman Jennifer Jenkins 《Child development》2023,94(1):110-125
This study examined the extent to which 205 sibling dyads influenced each other during conflict. Data were collected between 2013 to 2015. The sample included 5.9% Black, 15.1% South Asian, 15.1% East Asian, and 63.8% White children. Older siblings were between 7–13 years old (Female = 109) and younger siblings were 5–9 years old (Female = 99). Siblings' conflict resolution was analyzed using dynamic structural equation modeling. Modeling fluctuations in moment-to-moment data (20-s intervals) allowed for a close approximation of causal influence. Older and younger siblings were found to influence one another. Younger sisters were more constructive than younger brothers, especially in sister–sister dyads. Sibling age gap predicted inertia in older siblings. Socialization processes within sibling relationships are discussed. 相似文献
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Sibling Temperaments, Conflict, Warmth, and Role Asymmetry 总被引：2，自引：0，他引：2
The association between sibling temperament combinations (activity and adaptability) and qualitative aspects of the sibling relationship were examined, including in-home observations of sibling positivity/warmth, negativity/conflict, social engagement, and role asymmetry and older sibling perceptions of warmth/closeness, conflict, and status/power. The sample consisted of 67 same-gender, school-aged sibling pairs. Highest levels of negativity/conflict occurred when both siblings were high in activity and when the older sibling was rated as more active than the younger. Conflict was lowest when both siblings were low in activity. Warmth/positivity was greatest when both children were similar in activity level. Siblings were more socially engaged when the the older sibling was more adaptable than the younger. Perceived status/power was greatest when younger siblings were low in adaptability. When between-temperament-dimension relationships were examined, observed conflict was greatest when older siblings were high in activity and younger siblings were nonadaptable. Gender and age-related findings are also reported. Findings highlight the importance of identifying the complex ways in which varying dimensions of sibling temperaments combine to influence specific aspects of the sibling relationship. 相似文献
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Niveen Iskandar Brett Laursen Benjamin Finkelstein Laen Fredrickson 《Early education and development》1995,6(4):359-376
Young children's preferences for conflict management strategies were assessed with hypothetical puppet interviews. A total of 48 children enrolled in a university nursery school were each presented 12 vignettes depicting common peer conflicts. Vignettes varied as a function of conflict issue (roles and possessions) and peer friendship status (friends and nonfriends). Three conflict resolution strategies were contrasted: negotiation, power assertion, and disengagement. The results indicated an overwhelming preference for negotiation. In contrast, power assertion was the least desirable means of resolving disputes. No differences emerged as a function of conflict issue or friendship status. Neither were there differences according to the age or sex of the subject. The findings indicate that young children evince a similar preference for resolving conflicts through negotiation and cooperation as has been reported in studies of older children and adolescents. 相似文献
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《Early education and development》2013,24(2):185-207
The present study examined (1) the emotion regulation of preschool children by observing their emotional responses to a distressed younger sibling during a separation episode; (2) whether children's regulatory responses were related to sibling interaction observed during the separation episode, and (3) whether individual differences in these children's regulatory responses and the quality of sibling interaction could be predicted from early attachment relationships. Older siblings who ignored their younger siblings' distress were more likely to experience personal distress and use avoidant coping strategies. Emotion regulation strategies were related to the quality of sibling interaction such that older siblings who offered comfort to a distressed younger sibling were more likely to express positive affect in sibling interaction, whereas older siblings seeking adult assistance were less likely to engage in conflict and hostile behavior with a younger sibling. Preschool children who had an insecure-resistant infant-mother attachment at 1 year, were more likely to seek comfort from their younger siblings and engaged in more sibling conflict and hostility when they were 4 years old. The quality of infant-father attachment relationships was not significantly related to the child's emotion regulation at 4 years of age. Results are discussed with respect to the social origins of preschool children's emotional self-regulation and the consequences of emotional dysregulation in preschool settings. 相似文献
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Differential Treatment of Siblings in Two Family Contexts 总被引：1，自引：1，他引：1
We examined differential treatment of siblings (maternal involvement, discipline, children's chores) in 2 contexts: families with and without a disabled child. Further, we assessed the connections between differential treatment and both children's adjustment and sibling relationships. Subjects were 62 children, 8–14 years old, half with younger disabled siblings and half with younger nondisabled siblings. In home interviews children rated their adjustment and sibling relations, and mothers reported on discipline strategies used with each child. In 7 nightly phone interviews, mothers recalled durations of specific activities with each child and each child's chores during that day. Analyses revealed greater levels of differential treatment in families with disabled children but no context differences in the correlations between older and younger siblings' treatment. Dimensions of differential treatment were linked to children's adjustment and sibling relationships, and some of these links differed across context. 相似文献
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Parent-Child Relationships, Family Problem-Solving Behavior, and Sibling Relationship Quality: The Moderating Role of Sibling Temperaments 总被引：1，自引：0，他引：1
In this study we sought to determine whether sibling temperaments moderated the associations of parent-child relationship quality and family problem-solving behavior with sibling relationship quality. Observational assessments of mother-child and father-child relationship quality, family problem-solving behavior, and sibling relationship quality were obtained from the families of 49 pairs of brothers and 46 pairs of sisters. Mean ages were 10-2 for older siblings and 7-6 for younger siblings. Parent-reported child temperament assessments were also obtained. The links among mother–older child relationship quality, father–older child relationship quality, and sibling relationship quality were moderated by the older sibling's temperament. The younger and older siblings' temperaments moderated the associations between the quality of the father–younger sibling and sibling relationships. The association between family problem-solving behavior and sibling relationship quality was not moderated by sibling temperaments. 相似文献
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"This is a bad dog, you know...": constructing shared meanings during sibling pretend play 总被引：2，自引：0，他引：2
The construction of shared meanings in play, pretense enactment, internal state language, and sibling relationship quality were investigated in 40 kindergarteners with an older (M age = 7.10 years) or younger (M age = 3.6 years) sibling. Dyadic strategies to construct shared meanings (e.g., extensions, building on) were positively associated with frequency of pretense and internal state language. Developmental differences indicated that older dyads used more shared meaning strategies, whereas younger dyads engaged in non-maintenance behaviors (i.e., disruptions to flow of play). Furthermore, firstborn kindergarteners used more non-maintenance behaviors, whereas second-born kindergarteners extended partner's ideas. Findings highlight the sibling relationship as a context for illuminating social understanding and relationship dynamics during pretend play. 相似文献
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Children’s conceptions of what sibling relationships can be like may be influenced, in part, by the literature they read. This study examined the degree to which positive and negative dimensions of sibling relationships were portrayed in a sample of children’s books (n = 261). We also investigated how mothers and fathers were depicted when responding to sibling conflict. Results indicated that although children’s books often represent warmth and involvement between siblings, they rarely described children engaging in conflict management or relational maintenance activities. Parents were predominantly portrayed as responding to children’s conflict using controlling methods rather than techniques that might foster negotiation and problem solving. Characters who were middle children are under-represented in children’s literature. Results are discussed in terms of how educators can select, use, and adapt books in their efforts to help strengthen children’s sibling relationships. 相似文献
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Age-related changes in children's use, self report, and awareness of verbal problem-solving strategies (private speech) and strategy effectiveness were explored with a large (N = 2,156) cross-sectional sample of children aged 5 to 17. Children's verbal strategies moved from overt, to partially covert, to fully covert forms with age. Self-reports of verbal strategy use were accurate yet incomplete. Awareness of children's use of verbal strategies was low and increased with age. Although verbal strategies were associated with competence among the youngest children, self-talk was unrelated to task performance for older children, suggesting considerable persistence over time of a relatively ineffective strategy. Awareness was not a prerequisite for children's verbal strategy use but was positively associated with strategy effectiveness among those who talked. 相似文献
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The authors investigated the microlevel processes of collaborative reasoning in heterogeneous peer dyads working on an open-design task in elementary geometry. Special attention was paid to the nature of student social interaction, problem-solving strategies, and mathematical language and how they shape collaborative problem-solving processes. Qualitative case-based analyses of 3 focal dyads reveal that collaborative reasoning was supported by equal participation in social interaction, consisting of joint negotiation of problem-solving strategies and active conceptualization and visualization of the situation. Challenges to collaboration were manifested in the existence of divergent strategies and verbal conceptualizations where negotiation did not lead to the construction of a shared understanding. In summary, the study demonstrates the power of microlevel process analyses in revealing the interpersonal dynamics of collaborative reasoning and shows how those dynamics mediate the learning opportunities in peer interactive dyads. 相似文献
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Sixty-three mother-toddler dyads took part in a 6-month prospective study that examined how differences in the frequency and nature of early mother-toddler conflict related to individual differences in children's subsequent socioemotional development. When the children were 30 months, mothers and children participated in a series of laboratory tasks and in a 1.5-hr unstructured home observation. All episodes of verbal conflict between mothers and their children were identified from these sessions, transcribed, and coded for certain elements (e.g., strategy, discussion of emotion, and resolution). At 36 months, children participated in measures of emotional understanding, social competence, and early conscience development. Mothers' use of justification, resolution, and mitigation in conflict at 30 months predicted high levels of socioemotional development at age 3. These findings suggest that conflict may be an important context for children's socioemotional development. 相似文献