Parental involvement and children’s peer interactions

Name: Parental involvement and children’s peer interactions
Author: Ahmetoglu, E., Acar, İbrahim Hakkı, Ozturk, M. A.

İsim	Parental involvement and children’s peer interactions
Yazar	Ahmetoglu, E., Acar, İbrahim Hakkı, Ozturk, M. A.
Basım Tarihi:	2022-07
Basım Yeri	- Springer
Konu	Early childhood, Parent involvement, Peer interactions, Turkish children
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1046-1310
Kayıt Numarası	9330cc2c-cf75-4b3d-8dcd-2514e27af0c9
Lokasyon	Psychology
Tarih	2022-07
Örnek Metin	Children require parental support to successfully develop social and academic skills during early years. We examined the link between parental involvement and preschool children’s peer interactions. We recruited 442 children (52.8% girls), their parents and teachers for the current study. The children’s age ranged between 40 and 86 months (M = 60.28, SD = 9.72). Parents and teachers reported on children’s positive and negative peer interactions using the Penn Interactive Peer Play Scale. Parents reported on their involvement using the Family Involvement Questionnaire. Results from the structural equation models revealed that parental involvement was positively related to positive peer interactions but not with negative peer interactions. Future work and limitations are discussed.
DOI	10.1007/s12144-020-00965-0
Cilt	41

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Özyeğin Üniversitesi

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Parental involvement and children’s peer interactions

Yazar Ahmetoglu, E., Acar, İbrahim Hakkı, Ozturk, M. A.

Basım Tarihi 2022-07

Basım Yeri - Springer

Konu Early childhood, Parent involvement, Peer interactions, Turkish children

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1046-1310

Kayıt Numarası 9330cc2c-cf75-4b3d-8dcd-2514e27af0c9

Lokasyon Psychology

Tarih 2022-07

Örnek Metin Children require parental support to successfully develop social and academic skills during early years. We examined the link between parental involvement and preschool children’s peer interactions. We recruited 442 children (52.8% girls), their parents and teachers for the current study. The children’s age ranged between 40 and 86 months (M = 60.28, SD = 9.72). Parents and teachers reported on children’s positive and negative peer interactions using the Penn Interactive Peer Play Scale. Parents reported on their involvement using the Family Involvement Questionnaire. Results from the structural equation models revealed that parental involvement was positively related to positive peer interactions but not with negative peer interactions. Future work and limitations are discussed.

DOI 10.1007/s12144-020-00965-0

Cilt 41