Maternal togetherness-talk promotes child self-regulation

• In Event: Poster Session 10
  In Poster Session: PS 10 Topic - Parenting & Parent-Child Relationships

Abstract

Identifying ways to help children regulate their emotions and behavior in accordance with the demands of the situation has been a topic of interest, as young children commonly struggle with self-regulation (McClelland & Cameron, 2012). These self-regulatory skills develop across the early childhood years and are in part learned through parent child interactions (Eisenberg, Cumberland, & Spinrad, 1998; Kochanska & Knaack, 2003). Research has shown that parenting strategies that involve punitive methods or extrinsic rewards-based strategies are less effective. Punitive parenting styles are associated with an increase in externalizing and internalizing behaviors in childhood (Zubizarreta, Calvete, & Hankin, 2018). Providing physical rewards or relying on extrinsic motivation for engaging in optimal behavior undermines the development of intrinsic motivation (Deci, Koestner, & Ryan, 1999). Instead, young children whose caregivers engage in sensitive parenting using internal-state talk (IST; talk about emotions, desires, cognitions) tend to be socio-emotionally competent (Taumoepeau & Ruffman, 2008), and more compliant when mother-child dyads are more connected, as observed through attuned affect and affection (Kochanska, Aksan, & Koenig, 1995). However, less is known about how and when other strategies explicit in parents’ language may support child self-regulation. Perhaps, a parent who communicates empathic tolerance of the child’s distress but also uses the experience as a learning opportunity may be likely to provide an interpersonal structure for the child’s attempts to self-regulate than a parent who is primarily supportive but takes care of situations for the child (Gottmanet al., 1997; Parke, 1994).
In the present study, we ask (1) whether children are more likely to comply during a clean-up task when mothers use IST or when their language reflects a sense of togetherness (TT; e.g., we, together, help), and (2) how child age affects these relations. Participants were 30 children (23-49 months; M=33.9) and their caregivers. Mother-child dyads were videotaped during a clean-up paradigm that was designed to elicit frustration and encourage children to work towards the parents’ goal. Mother and child talk during the clean-up task were transcribed verbatim and coded for IST and TT. Mother and child behaviors were coded using Stansbury and Sigman’s (2000) categories for emotion regulation strategies.
Two regression models for the 2-year-olds and 4-year-olds were conducted to examine the relationship between maternal emotion regulation strategies and child compliance. Each model included maternal togetherness and internal state talk as predictors, and child compliance as the outcome variable. When mothers used more TT, 2-year-olds were less likely to comply (β=-.26, p=.000); 4-year-olds were more likely to comply with higher TT (β=.28, p=.000), and less likely to cooperate when mothers used IST (β=-.55, p=.000). Findings suggest that when a child is distressed, caregiving that is emotionally supportive and uses the experience to connect with the child are more effective in facilitating child social emotional competence than strategies which only refer to children’s thought and emotions.

Authors

• Haruka Konishi, Missouri Western State University
  Presenting Author

• Claire D Vallotton, Michigan State University
  Non-Presenting Author

• Kalli B. Decker, Montana State University
  Non-Presenting Author

• Kathy E. Stansbury, Michigan State University
  Non-Presenting Author