| This study identifies parental strategies that are effective in promoting peer competence for younger (2-2 years to 3-6 years) and older preschoolers (3-7 years to 5-11 years). Secondly, it compares mothers' and fathers' competence and involvement in facilitating peer interactions. Lastly, parents' supervision and peer behaviors are examined in natural settings.;Seventy children were videotaped while playing with an unfamiliar peer in the presence of their parents. Play periods consisted of "passive conditions," where parents did not facilitate children's peer play, and "active conditions," where parents were instructed "to help children to play together." Children's peer competency was rated during both conditions. The supervising parent was also rated during the active condition. Also, both parents were interviewed about their role in supervising peer relationships at home. Children's peer interactions were also observed in classrooms.;Younger children's positive behaviors towards peers were significantly higher in the active conditions. Older children's positive behaviors were significantly higher once the parent supervised during the active condition, and remained significantly high in the passive conditions. Both younger and older children benefited from supervision, however, younger children were unable to sustain peer interactions without parental supervision, while older children were able to continue interacting once the parents got them started. During laboratory observations, fathers were as competent, and also used the same supervisory strategies, as mothers. However, at home fathers and mothers used different supervisory strategies. Parents' and children's behaviors in the laboratory correlated with their behaviors at home. Children's behaviors in the laboratory also correlated with their behaviors as observed in the preschool. Thus, parents as supervisors is a useful paradigm for teaching peer interactive skills.;Future research needs to study: (a) parents' and teachers' supervision of peer relationships at home and in school, and (b) the role of peers as supervisors in mixed age classrooms. Supervisory strategies could be taught in parent and teacher education programs, thus contributing to educational theory and practice. |
