Submission Type
Poster
Abstract
In a longitudinal study of 22 white, middle-class American children aged 4 and 7, we investigated social engagement with siblings and friends during various tasks. Analyzing videotaped interactions, we found age, gender, and task effects on both the amount and quality of engagement. While previous research indicated greater time spent with friends than siblings, our study revealed a nuanced view, considering positive, neutral, and negative engagement. At age 4, children showed more engagement with friends, a pattern consistent at age 7 across different tasks. Positive engagement dominated, with boys displaying more negative and neutral engagement at age 4, evening out by age 7. In contrast, girls exhibited slightly more negative and neutral engagement at age 7. Quality of engagement varied, emphasizing the need for nuanced exploration of sibling and friend dynamics as children develop. The study highlights the complexity of interactions and prompts further investigation into contextual factors influencing positive, neutral, and negative engagement.
Recommended Citation
Johnson, Alexa, "036Quality of Social Engagement between Siblings and Friends during Early and Middle Childhood" (2024). GREAT Day Posters. 12.
https://knightscholar.geneseo.edu/great-day-symposium/great-day-2024/posters-2024/12
036Quality of Social Engagement between Siblings and Friends during Early and Middle Childhood
In a longitudinal study of 22 white, middle-class American children aged 4 and 7, we investigated social engagement with siblings and friends during various tasks. Analyzing videotaped interactions, we found age, gender, and task effects on both the amount and quality of engagement. While previous research indicated greater time spent with friends than siblings, our study revealed a nuanced view, considering positive, neutral, and negative engagement. At age 4, children showed more engagement with friends, a pattern consistent at age 7 across different tasks. Positive engagement dominated, with boys displaying more negative and neutral engagement at age 4, evening out by age 7. In contrast, girls exhibited slightly more negative and neutral engagement at age 7. Quality of engagement varied, emphasizing the need for nuanced exploration of sibling and friend dynamics as children develop. The study highlights the complexity of interactions and prompts further investigation into contextual factors influencing positive, neutral, and negative engagement.