Parent-child synchrony and children's social competence in early childhood

The quality of parent-child interactions has been empirically associated with children's social and emotional development. Furthermore, previous research has demonstrated that qualities of parent-child relationships are associated with children's social competence. The current study examines the relationship between parent-child synchrony and children's social competence as rated by parent-report and teacher-report. Additionally, the current study examines possible differences between mother-child and father-child synchrony. Finally, the current study aims to examine possible parent- and child-sex differences that may affect synchrony. Thirteen 3-5 year old children and their parents participated in home-visits during which investigators examined parent-child interaction styles via observation and obtained measures of children's social competence via questionnaire. Investigators also obtained teacher-report measures of children's social competence via questionnaire. Analyses were limited due to the small sample size and a lack of variance within father-child synchrony; thus, possible differences between mother-child and father-child synchrony could not be assessed. Results did not yield a significant correlation between mother-child synchrony and children's social competence; however, mother-child connectedness and mother-reported children's assertiveness were positively associated. Furthermore, mothers were more likely to have nonsynchronous interactions with sons compared to daughters. Future research should incorporate a larger, more diverse sample to further examine parent-child synchrony and possible differences between mother-child and father-child synchrony.