Relating mothers' social framing to their children's entry competence with peers

The purpose of this study was to examine how mothers view and construct meaning their children's social interactions, and to understand the interpretive frames they bring to filtering the social world and conveying meaning to their children. Maternal narrations to their children' videotaped entry behavior revealed narration patterns related to their children' entry behavior and the group's response. Generally, when their children were behaving competently, mothers appeared to have a broad based, context embedded view of the interaction, but focused more specifially when difficulties arose, These narration patterns were influenced ny the mothers' own remembered childhood social competence and recollections of positive and anxious peer experiences. Implications of these results for the socialization process were discussed. Copyright © 1994, Wiley Blackwell. All rights reserved

Duke Scholars

Author Martha Putallaz Psychology & Neuroscience

Author Philip R. Costanzo Psychology & Neuroscience