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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal

 

Effect of Emotional Closeness in Mother-Child Relationship on the Child’s Relationships with Peers at Preschool Age

Bulygina M.V., Ph.D. in Psychology, Faculty of Counselling and Clinical Psychology the Department of child and family psychotherapy, Moscow State University of Psychology and Education, Moscow, Russia, bulyginam@list.ru
Myachina E.L., Teacher-psychologist of the service of psychological and pedagogical support, GBOU School №1133, Moscow, Russia, evgeniya.artis@gmail.com
Abstract
The paper presents outcomes of an empirical study that aimed to explore the correlation between mother-child relationships and the child’s relationships with peers at preschool age. The hypothesis was that the character and degree of emotional closeness between the mother and the child affects the quality of the child’s interactions with peers. The study involved 166 subjects: 83 children aged 4—5 years from Moscow kindergartens and their mothers. As it was found, different types of emotional relationships between the mother and the child (distant, emotionally close, normal) are associated with certain features of peer interactions. Interacting with peers was most problematic in the children whose mothers are emotionally distant from them. Those children who were in very close emotional relationships with their mothers had much more conflicts with peers as well. The mothers in this group were also less adequate and more permissive when evaluating their child’s proneness to conflict.

Keywords: preschool age, mother-child relationships, emotional closeness, distance, peer interaction, conflicts, cooperation

Column: Developmental Psychology

DOI: http://dx.doi.org/10.17759/pse.2017220611

For Reference

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