ࡱ> V( !/ 00DArialgsRomantt- 0"DTimes New Romantt- 0 DWingdingsRomantt- 00DSystemgsRomantt- 0 ` .  @n?" dd@  @@`` ph A      2121 ..( )*,-1e34678#:;<=g@? 0AA@8ʚ;ʚ;g41d1d{ 0ppp@ <4dddd@w 0t`- $___PPT10DTimes New Romantt 0DSystemew Romantt 0 DArialew Romantt 0" pp? -O  =N Is it the children s business? - Parents supervising and consulting styles and their beliefs about the children s peer relationships *   lMarita Neitola Researcher Department of Education University of Turku Finland E-mail:marita.neitola@utu.fimmd     (  Direct parental influences N       Parents as designer :- Parents design children s social environment by housing, choosing day-care or school and activities Parent as mediator :- Find playmates and build a network, initiate and arrange play opportunities, form and maintain relationships with specific peers, negotiate differing peer contexts, avoid undesirable playmates or play activities Parent as supervisor: Supervision includes parents efforts to oversee and regulate children s ongoing interactions and relationships with peers, 3 forms: interactive intervention, directive intervention , monitoring Parent as consultant: In consulting role parents advise children about their peer interactions and social relationships: how to initiate friendships, manage conflicts, maintain relationships. Zh Consulting and advice-giving> decontextualized discussion (Lollis &al. 1992) Proactive: parents advice children about how to cope with new or unfamiliar peer situations Reactive: discussions in response to children s interpersonal problems, e.g. problem-solving, identifying solutions (Parke & Le Sieur 2002) The frequency of naturally occuring discussions and the inclusion of parental advice are associated with children s peer acceptance and social competence (Laird & al. 1994)  sounding board for children s self-generated assessments and solutions (Kuczynski 1984) P t" Consulting&    is associated with positive child outcomes, especially implemented by supportive or noninterfering mothers (Cohen 1989) Mothers of rejected and neglected children are less likely to recommend group-oriented entry strategies but merely passive strategies (ask peer s name) Mothers of rejected children don t use postplay advice Positive peer outcomes for the children seem to be related to higher maternal sensitivity; negative peer outcomes are associated to higher levels of maternal intrusion ( Pettit & Harrist 1993) The impact of advice giving changes across development (Ladd 1992; Parke & al. 1994) and the use of it changes across the child s social adaptation to peers and social skills (McDowell & al. 2003) HPP/PTJConsulting:research outcomes  Children of mothers who facilitated preschooler s entry into play situation by use of more group-oriented advice strategies were more socially competent. (Finnie & Russell 1988;1990) Children whose mothers offered more positive solutions to peer dilemmas were rated as more socially competent by teachers (Mize & al. 1993) Explicit advice giving predicts social competence more than simply discussing peer situations (Finnie & Russell 1990; Mize & al. 1994, also McDowell & al. 2003) dPPPPPConsulting:research outcomes  LFather s advice giving is very significant factor in the quality of children s social competence (McDowell & al. 2003) Parental coaching correlates to children s positive use of social skills as rated by teachers ( Pettit & al. 1998) Earlier studies suggest that parental influence in the form of supervision and advice-giving can significantly increase the interactive competence of young children (Parke & O Neil 2000). 4Z&  Background information  Our longitudinal data of children s (N= 179) self and peer- reported problems revealed that children s difficulties in peer relations were common and accumulative (rejection, victimization, bullying, withdrawal, loneliness) The children were followed up three years: from 5 year old (kindergarten- phase) through preschool (6 year olds) until the first grade (7 year olds) Children with multiple or/and stable peer problems can be at a stronger risk of social exclusion JZZZZcZ(xb   In this presentation    I try to illustrate, how parents evaluate their children s peer relations and what kind of consulting and advice-giving strategies they use to support the children s social relations with peers I ll describe parents opinions and beliefs of their influencing on children s peer relations and their knowledge of children s quality of social interaction with peers dPPPPPn( n   Theme interview  Parent Interview (semi-structured theme interview) Theory-based orientation Parents (N=55) of 38 children, 36 mothers, 1 grandmother, 17 fathers Parents (n=21 ) of 11 No Risk children (=NR), Parents (n=24) of 15 Low Risk-children (=LR) Parents (n=16) of 12 High Risk- children (=HR) *Interviews were carried out when the children were in the first grade at school in spring and in summer HL-j-  Children could be grouped: $ children with stable, multiple and increasing peer problems are at high risk of social exclusion (later HR) children with varying or decreasing problems have low risk (later LR) children with temporary or no problems have no risk (later NR) Also the parents were categorised according to children s vulnerability to social exclusion ^C  3-]V %Consulting and advice-giving/analyses&& & jIncluded references like: Telling child how to introduce him/herself to other children How to get in on playing with others How to initiate relationships and contacts to other children How to behave in play sessions and different interaction situations How to solve conflict situations and other social problems Suggestions for suitable plays and games Discussions about the child s feelings and experiences from interpersonal relations *Z-Z   Mothers and fathers  Fathers reported more often not using so much advice-giving than mothers Fathers told they had encouraged the child in contacts with peers and introducing him/herself to other children   0Identifying difficulties in social interaction:  1."" 1 Tthe child is shy or socially introvert the child doesn t have peers or getting peers is very demanding task for her/him the child is not willing to take contact or wants to be with alone the child has not any difficulties the child gets into troubles with peers the child is bossy or too submissive++ + The risk and the parents understanding of their children s quality of social interaction [Y [   Counseling seems to be less detailed within HR-parents than within NR-parents advice giving, with one exceptional mother, who puts her energy in improving her child s social competence using advice-giving and consulting as remedial way <ZZ     We ve talked a lot about this kind of situations and they often were like this at school .We discussed about what would be a sensible thing to say in this and that situation and what to do next. He s terribly shy to go out so I press him by saying that he should go and call on N., but one time is enough for him so if his mate refuses him, he s feeling so down that he cries bitter tears and wouldn t wanna try again. (HR-mother 167, boy has Asperger-diagnosis)XP -H  %    Results  Preliminary results indicated that parents of the high risk- children used less supervision and consultative methods when guiding their children in social interaction. Counseling seemed to be less detailed than no risk -parents advice giving. It can be assumed that children with stable and multiple peer relation problems need more positive and encouraging supervising, better appropriately situation-orientated coaching and more consultative actions from their parents. Parents of no risk children seem to be more aware of their children s peer relations and the social competence of their childZZZ Z Results  There is a statistically significant and rather strong association between children s level of risk and parents degree of advice-giving (p<.05) Parents of High risk children coach and advice their children less than No risk-parents Also most of Low risk-children s parents reported that they did not consult their children about having peers, initiating plays and about social interaction with peers After all, socialization has been seen to some extend children s own business    Discussion $fThese results refers to earlier studies in suggesting that parental influence in the form of supervision and advice-giving can significantly increase the interactive competence of young children (Parke & O Neil 2000). 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" d# " d-## # +' #@     #  @`   <8? r} 4___PPT10 J___PPT9,$ HDoes not identify any difficulties in interaction with peers f %4I " d= #=    @`   <?r 4___PPT10 J___PPT9,$ HIdentifies difficulties in social interaction with peers f %b9 " d " d8Cc#8   @`   <? r z0___PPT10:___PPT9 fLevel of children s risk to social exclusion (N=38)44 " d3#" 4  @`   <0$?`r4___PPT10 J___PPT9,$ 9 Identifying difficulties in social interaction (N=55)6: " d# 6!Z            @`  <\&? r R   @`ZB  s *1 ? `ZB  s *8c ? 0`0TB  c $ ?  0TB  c $ ?``0ZB  s *8c ? r`rZB  s *8c ?0ZB  s *8c ?  ` ZB  s *8c ? r 0ZB  s *8c ?} r} 0H  0޽h ? gg380___PPT10.oS 0 fS(     f# #"2&``a``a` $ <PH?T  U1$#   # <09?T /The child socializes her/himself in peer group $0/# 0  " <\*? T V19$#   ! <?T oThe child gets peers easily$#     < ?  U6$#    <|? qThe child manages him/herself$#    <,?M  U1$#  $  <ػ?M \Interaction with peers is the child s business$/.# /   <hɻ? M U1$#  .  <主?M fInteraction with peers depends on the child s will $43# 4   <?  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"2 *Is it the children.-@Times New Roman-.  2 Y.-@Times New Roman-. 2 [ s business? .-@Times New Roman-.  2 }-.-@Times New Roman-. 2 Parents.-@Times New Roman-.  2 .-@Times New Roman-. I2 ,supervising and consulting styles and their .-@Times New Roman-. .2 (beliefs about the children.-@Times New Roman-.  2 (_.-@Times New Roman-. %2 (as peer relationships.-@Times New Roman-. 2 >sMarita.-@Times New Roman-. 2 >Neitola.-@Times New Roman-. 2 G| Researcher.-@Times New Roman-. +2 OYDepartment of Education .-@Times New Roman-. 2 VfUniversity of .-@Times New Roman-. 2 VTurkul.-@Times New Roman-. 2 ^Finland.-@Times New Roman-.  2 pOE.-@Times New Roman-.  2 pS-.-@Times New Roman-. .2 pUmail:marita.neitola@utu.fi.-՜.+,0d    On-screen Show ArialTimes New Roman WingdingsSystem WatermarkIs it the childrens business? - Parents supervising and consulting styles and their beliefs about the childrens peer relationships Direct parental influencesConsulting and advice-giving ConsultingConsulting:research outcomesConsulting:research outcomesBackground informationIn this presentationTheme interviewChildren could be grouped: &Consulting and advice-giving/analyses Slide 12Mothers and fathers1Identifying difficulties in social interaction: [The risk and the parents understanding of their childrens quality of social interaction Slide 16 Slide 17ResultsResults Discussion  Fonts UsedDesign Template Slide Titles_0marneimarnei  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}Root EntrydO)Current UserSummaryInformation(~|PowerPoint Document(DocumentSummaryInformation8Root EntrydO)`:Q @Current User&SummaryInformation(~|PowerPoint Document(_PCPC