DETERMINANTS OF PEER COMPETENCE IN CHILDREN OF WELL AND DEPRESSED MOTHERS

儿童发起和保持积极和称职的能力 与同伴的互动是儿童最重要的发展任务之一 童年，尤其是当孩子们从 从家庭到更广泛的社会制度(4至6岁)。两个家庭 影响，以及孩子的脾气品质，如害羞和 对陌生事件的抑制被认为是重要的 儿童在同伴关系中取得成功的决定因素。在这项研究中，我们 考察了孩子的气质和母亲的养育方式 预测孩子的能力和与同龄人的互动方式。这个 第79-M-123号议定书所述样本中的母亲和儿童为 在5岁时学习，同时与不熟悉的同龄人互动。孩子们作为 蹒跚学步的孩子被评估为害羞，在新的情况下被高度压抑 2-3年在与陌生同伴的游戏情境中被动和内向 后来。母亲使用高度权力的孩子--自信而不明确 在社交互动中，管教方法的能力较差 同龄人比母亲采取礼貌策略的孩子要少 指导。

A child's ability to initiate and maintain a positive and competent interaction with peers is among the most important developmental tasks of childhood, particularly at the time when children make a transition from the family to broader social systems (between ages 4 and 6). Both family influences, and the child's temperamental qualities, such as shyness and inhibition to unfamiliar events, have been implicated as important determinants of a child's success in peer relations. In this study, we have examined how children's temperament and the style of maternal rearing predict the children's competence and interactive style with peers. The mothers and children from the sample described in the Protocol 79-M-123 are studied at age 5, while interacting with unfamiliar peers. Children who as toddlers were assessed as shy and inhibited in new situations are highly passive and withdrawn in the play situation with unfamiliar peers 2-3 years later. Children whose mothers used highly power-assertive and unclear methods of discipline are less competent during the social interaction with peers than children whose mothers resorted to the strategies of polite guidance.