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Permanent link (DOI): https://doi.org/10.7939/R3859G

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Mothers’ and fathers’ talk of internal states with toddler and preschool children: gender differences and predictors for parental ratings of children’s social skills Open Access

Descriptions

Other title
Subject/Keyword
Mother and infant
Father and infant
Toddlers
Social skills in children -- Sex differences
Body language
Language and emotions
Preschool children
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Roger, Katherine Mary
Supervisor and department
Rinaldi, Christina (Educational Psychology)
Examining committee member and department
Skrypnek, Berna (Human Ecology)
Pei, Jacqueline (Educational Psychology)
Department
Department of Educational Psychology
Specialization

Date accepted
2009-10-01T20:41:53Z
Graduation date
2009-11
Degree
Master of Education
Degree level
Master's
Abstract
The current study extends previous literature examining maternal internal state language (ISL) to include paternal-child observations. Gender differences in parents’ ISL with young children was examined, as well as whether ISL was related to parents’ ratings of the children’s social skills. Fifty-seven (28 boys and 29 girls) toddler/preschool children (M age = 32.5 months, SD = 5.38 months) were observed separately with their mothers and fathers while they discussed pictures of children’s facial expressions of emotions. Parents completed a questionnaire concerning their child’s social development (i.e., BASC-2). Interestingly, parents used more emotion language and ISL questions with sons compared to daughters, and sons used more ISL with mothers compared to fathers. No differences were found between mothers’ and fathers’ ISL. Mothers’ social skills ratings was predicted by mothers’ ISL comments, whereas fathers’ ratings were predicted by children’s age and fathers’ ISL clarifications. Implications and limitations of the study are discussed.
Language
English
DOI
doi:10.7939/R3859G
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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