Article2006

Conversations with siblings and with friends: Links between relationship quality and social understanding

113 citations0/0 files storedBritish Journal of Developmental Psychology

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Child and Animal Learning Development Early Childhood Education and Development Language Development and Disorders

Abstract

This study investigates features of interaction between children that are linked to the development of understanding of mind, and asks whether these associations are evident across different relationships. Comparisons are made of the naturally occurring conversations in a sample of 43 4‐year‐old children, each observed with a sibling and with a friend. Links between features of these conversational interactions and the children's social cognitive development (theory of mind, emotion understanding), language ability and relationship quality are examined. Social cognitive skills were related to successful communication with siblings and with friends, and (marginally) to joint pretend play in both relationships; the relative significance of language for the development of social understanding differed in the two relationships. Language skills and socio‐economic background were important only for conversations and pretend play with friends, not siblings.

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References

1999A longitudinal study of the relation between language and theory-of-mind development.1988Relationships within families : mutual influences 1991Young Children's Understanding of Other People's Feelings and Beliefs: Individual Differences and Their Antecedents 2005Why Language Matters for Theory of Mind 1999Theory of Mind, Emotion Understanding, Language, and Family Background: Individual Differences and Interrelations 1986Social Cognition, Prosocial Behavior, and Emotion in Preschoolers: Contextual Validation 1989Young Children's Attribution of Action to Beliefs and Desires 1995Theory of mind development and social understanding

Cited by

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