Mothers' Interactional Style and Children's Competence at 3 Years

Abstract

This study asked how mothers' style of interaction related to their children's competence-both competence on traditional cognitive tests and competence during play. Forty-four mothers and their 3-year-old children were observed in their homes while engaged in structured and unstructured tasks and unstructured play. Maternal directiveness and affective tone were assessed, as well as maternal perceptions of their children's intrinsic motivation. At school the children were given the McCarthy Scales of Children's Abilities, and their play was observed. Results indicated that both maternal directiveness and affective tone related to children's cognition, particularly nonverbal cognition; in addition, maternal affective tone related to children's play. Theoretical models of the development of children's competence were evaluated by means of path analysis. For perceptual performance ability, direct paths of influence were found for maternal directiveness and socioeconomic status (SES); whereas for children's verbal ability, direct paths were found for maternal affective tone, maternal perceptions, and SES. Direct paths of influence were also found from maternal affective tone and directiveness to children's play.

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