Children first acquire skills for interacting with peers through interacting with family.
Preschoolers whose parents arrange play opportunities tend to be more socially skilled.
Sensitive and emotionally expressive communication linked with secure attachment and a trusting relationship with parents may be responsible for more responsive, harmonious peer interactions in children.
Highly involved, emotionally positive, cooperative play between parent and child is associated with peer acceptance, social skills, and positive peer relations.
Berk, L. E. (2007). Development through the lifespan (4th ed.). Boston: Allyn & Bacon.
Center on the Social and Emotional Foundations for Early Learning (n.d.). “Parent training modules.” Retrieved from http://csefel.vanderbilt.edu/resources/training_parent.html .
Lawhon, T., & Lawhon, D. C. (2000). Promoting social skills in young children. Early Childhood Education Journal, 28 (2), 105-110.
Rosenthal, M. K., & Gatt, L. (2010). ‘Learning to live together’: Training early childhood educators to promote socio-emotional competence of toddlers and pre-school children. European Early Childhood Education Research Journal, 18, 373-390.
Tanyel, N. E. (2009). Emotional regulation: Developing toddlers’ social competence. Dimensions of Early Childhood, 37, 10-14.
Willis, C. A., & Schiller P. (2011). Preschoolers’ social skills steer life success. Young Children, 66, 42-29.