Date of Award

5-16-2024

Publication Type

Thesis

Degree Name

M.A.

Department

Psychology

Keywords

Children's Social Skills;Children's Temperament;Parent Emotion Socialization Practices;Parent Scaffolding Behaviours;Preschool years

Supervisor

Rosanne Menna

Abstract

The present study examined the association between maternal scaffolding behaviours on children's social skills among preschool children (3 to 6 years old). Using an ecological framework, the influence of parent (i.e., parent emotion socialization practices) and child characteristics (i.e., child temperament) on maternal scaffolding behaviours and children’s social skills were also explored. A total of one hundred and five parent-child dyads from Southwestern Ontario participated in the study. Through laboratory visits, data were collected on children's temperament, children’s social skills, and maternal emotion socialization practices (i.e., maternal distress reaction). Maternal scaffolding behaviors were assessed using a video-recorded parent-child planning task. Contrary to expectations, the findings did not reveal a significant positive association between maternal scaffolding behaviors and children's social skills. However, a significant positive association was found between children’s social skills and children’s temperament (i.e., children’s effortful control and negative affect). A significant positive was also found between autonomy maternal scaffolding behaviours and children’s effortful control. Regression analyses found that children’s social skills emerged as a significant predictor for children’s temperament (i.e., children’s effortful control and negative affect). These findings extend current research on the role of parental scaffolding behaviours and children’s development, specifically children’s social competency. Furthermore, results also provide insights into early prevention initiatives for preschool children.

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