First Name:
Anna
Last Name:
Reichard
Major Department:
Reichard
Thesis Director:
Sandra Gagnon
Date of Thesis:
May 2011
Best practice in preschool assessment and intervention assumes a multifaceted, ecological approach. In contrast to variables internal to the child, such as temperament and/or intelligence, assessment of the child's environment at home may provide more feasible targets for intervention. The development of social competence is a critical task during early childhood, as children who are socially competent tend to be successful in interpersonal interactions, demonstrate sensitivity and empathy towards peers, engage in complex play, and exhibit the ability to solve social problems. One indicator of social competence in young children is the quality of peer play interactions. Using a sample of 64 preschool-age children, this study examined the relationship between three parenting variables–parenting stress, parenting styles, and parent-child relationships–and peer play behaviors in a sample of preschoolers. The indirect effects of parental stress on child play behavior using parenting style as a possible mediator were also considered. Results indicated that Authoritarian parenting style was associated with peer play behaviors, but did not support mediational effects of parenting style. Findings are discussed in terms of their contributions to the extant literature and in terms of their implications for both parents and professionals.