A comparison of parental and child assessments of the parent-child interaction and its developmental relevance

Author(s): Freytag, R.

Journal/Book: Z Entwicklungspsychol Padago. 1999; 31: Rohnsweg 25, D-37085 Gottingen, Germany. Hogrefe & Huber Publishers. 32-44.

Abstract: Parent-child interactions (i, e., parental help. Cooperation, rejection, restriction and child diplomacy, help-seeking awkwardness) between 5 and 6 year old children and their parents was assessed with the ''Family Interaction Test for Children'' (FIT-C) and a corresponding parental questionnaire (N = 77 families). As indicated in previous studies of older children, there was little correspondence between child and parental assessments of the interaction. Regression analysis was used to predict developmental parameters (child intelligence, achievement orientation and social behavior, which Here assessed together with the FIT-C and one year Inter) by the FIT-C data. Those children who indicated a high degree of parental restriction were rated lower in achievement orientation at the time of the FIT-C investigation and-regarding the mother's restrictiveness-also one year later. These children also attained poorer results in verbal intelligence. The children's assessments of parental help in the FIT-C predicted ratings of sociability one year later. Results generally show that, even at preschool age, children subtly differentiate the features of their own and their parents' interactive behavior and that these perceptions are of a high prognostic value for child development.

Note: Article Sturzbecher D, Univ Potsdam, Inst Angew Familien Kindheits & Jugendforsch, Burgwall 15, D-16727 Vehlefanz, GERMANY

Keyword(s): parent-child interaction; educational styles and their developmental relevance; family diagnostics

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