Christin L. Porter

Similarities and differences in mothers' parenting of preschoolers in China and the United States*

This investigation was designed to extend the work of Chao (1994) by examining parenting constructs emphasised in the Chinese culture in conjunction with parenting constructs derived and emphasised in North America. Mothers of preschool-age children from mainland China (N = 284) and the United States (N = 237) completed two self-report parenting questionnaires. One assessed dimensions of parenting practices emphasised in China (encouragement of modesty, protection, directiveness, shaming/love withdrawal, and maternal involvement). The second measured specific stylistic dimensions within Baumrind’s global conceptualisations of authoritative (warmth/acceptance, reasoning/induction, democratic participation) and authoritarian (physical coercion, verbal hostility, nonreasoning/punitive) parenting. Mostly invariant factor structures were obtained across cultures for both measures. Results showed that the five parenting constructs emphasised in China were mostly nonoverlapping and independent in both cultures. In addition, the parenting constructs emphasised in China were relatively independent from the constructs emphasised in North America. As anticipated, Chinese mothers scored higher than US mothers on all parenting constructs emphasised in China except maternal involvement. For parenting constructs emphasised in North America, Chinese mothers scored lower than US mothers on warmth/acceptance and democratic participation, but scored higher on physical coercion.

Peer acceptance in early childhood and subtypes of socially withdrawn behaviour in China, Russia, and the United States

To assess whether subtypes of withdrawal could be similarly identified by teachers and linked to peer group adjustment in mainland China, Russia, and the United States, 642 4- to 6-year-old children in these diverse cultural contexts were rated on items reflecting reticent, solitary-passive, solitary-active, and sociable behaviour (cf. Coplan & Rubin, 1998). Linkages of childhood withdrawal to peer group adjustment were also investigated using peer sociometric ratings. Findings, based on multisample confirmatory factor analysis, indicated that separate factors were required to represent the three withdrawn subtypes in each cultural setting. However, US and Russian teachers made finer discriminations between subtypes than did Chinese teachers. Controlling for other withdrawn subtypes, reticent behaviour was uniquely related to lower sociometric ratings in all three cultures. Sociability was associated with higher sociometric ratings in these diverse settings. Findings are interpreted in the light of cultural considerations.

Sequential transition patterns of preschoolers’ social interactions during child-initiated play: Is parallel-aware play a bidirectional bridge to other play states? ☆

Abstract Lag-sequential analysis was used to explore the simultaneous sequential transition patterns of preschoolers’ social play within natural classroom settings. Subjects were 167 middle- and lower-income 4-year-olds (90 boys and 77 girls) videotaped in three child-initiated play centers. Results indicated that the proportion of social-play states did not vary during the play episodes even when accounting for type of activity center, gender, and SES. Findings also revealed that, during and within child-initiated play centers, a reciprocal relationship existed between parallel-aware and other social-play states. Specifically, knowing preschoolers who were in parallel-aware play significantly increased the likelihood of predicting their shifts into cooperative-social and onlooker play; while knowing children were in cooperative-social, onlooker, and solitary-constructive play predicted shifts into parallel-aware play. Likewise, similar to school-age children’s group-entry patterns, preschoolers exhibited a three-step sequential play pattern of going from onlooker behavior into parallel-aware play then into cooperative-social play during child-initiated activities. Also supported was the notion that during child-initiated play episodes parallel-aware play is more than a static bridge into cooperative-social play; it is a dynamic bidirectional crossroad between other social-play states.

Understanding Relations Among Children's Shy and Antisocial/Aggressive Behaviors and Mothers' Parenting: The Role of Maternal Beliefs

This study assesses the relationships between children’s shy and antisocial/aggressive behaviors and maternal beliefs, and concomitant parenting behaviors. Structural equation models examined 199 mothers’ perceptions of aggression and shyness in their preschool-age children (average age = 59.63 months); maternal beliefs (i.e., locus of control, perceived harm, efficacy) about shyness and aggression, respectively; and maternal reported parenting behaviors (i.e., authoritarian, authoritative, permissive). Results suggest both shyness and aggression are negatively associated with maternal efficacy in dealing with shy and aggressive behavior. Lower levels of parenting efficacy beliefs in dealing with child aggression are related to greater levels of authoritarian parenting and less easygoing parenting behavior. Further, child aggression is related to multiple maternal beliefs (e.g., perceived harm, efficacy), whereas child shyness is related only to efficacy beliefs. Taken together, our findings suggest that aggression, though not shyness, may relate to mothers’ parenting through associations with maternal beliefs. Findings extend our understanding of the child’s role in contributing to the socialization environment associated with maternal beliefs and behaviors.

Does marital conflict predict infants’ physiological regulation? A short-term prospective study.

Prior research has linked marital conflict to children’s internalizing/externalizing disorders, insecure attachment, and poor emotional regulation (e.g., Cummings & Davies, 2010; Cummings, Iannotti, & Zahn-Waxler, 1985). Although investigators have examined the impact of marital discord on older children (e.g., Crockenberg & Langrock, 2001), few have explored direct links in infancy (e.g., Cowan & Cowan, 1999). This study extends earlier work by examining linkages between marital functioning (conflict and harmony) and infants’ cardiac vagal tone and developmental status across 2 time points using a cross-lag approach. Differential findings were found for boys and girls, with concurrent linkages between marital love and vagal tone at 6 months for boys and girls but only for boys at 12 months. In addition, marital conflict at 6 months predicted lower cardiac vagal tone in girls at 12 months but not boys. Finally, infants’ developmental status at 6 months was found to predict marital conflict at 12 months. Higher scores on the Psychomotor Development Index (PDI) predicted greater marital conflict whereas higher scores on the Mental Development Index (MDI) predicted lower conflict. These findings are discussed in the context of the emotional security hypothesis and the spillover framework as well as differential susceptibilities to early developmental contexts.