Synchronous and nonsynchronous parent-child interaction : relations with children's later competence with peers

This study is an investigation of the link between children's experiences at home and their later behavior with peers at kindergarten. Specifically, the occurrence of three types of parent-child interaction -- positive synchrony, negative synchrony, and nonsynchrony -- was used to predict child social competence, social withdrawal, and aggression, as assessed by teachers, classmates, and outside observers. Thirty families with prekindergartners were observed in their homes for four hours each. Narrative records of naturally occurring parent-child interactions were coded in terms of the dyadic engagement, affective quality, dyadic balance, and parental appropriateness displayed in each interactional episode. Positively synchronous social events (balanced, appropriate, positive episodes) were found to predict high levels of child competence and low levels of social withdrawal and aggression. Negatively synchronous events (balanced, negative episodes) and nonsynchronous events (unbalanced or inappropriate episodes) predicted high levels of withdrawal and aggression, and low levels of competence. Additionally, global ratings of overall parental responsiveness predicted each child outcome. Speculation was made regarding the role parent-child interaction style plays in the development of competent and incompetent behavior styles, and suggestions for future investigations were discussed.