Connections were examined between parent-child pretense and physical play and children’s (median age 5 years) social competence. Children’s emotion knowledge and self-efficacy were assessed as possible mediators linking parent-child play behavior and children’s social competence. The pattern of associations observed suggest that mutually responsive parent-child interaction during both pretense and physical play is associated with children’s social competence. In addition, parentchild joint pretense play is linked to children’s social competence. Children’s emotion knowledge was positively associated with children’s social competence, whereas children’s self-efficacy was negatively associated with social competence. Tests for mediation revealed that parent-child mutual compliance during play accounted for unique variance in children’s peer competence, whereas children’s emotion knowledge did not account for a significant portion of the variance.
Lindsey, Eric W. and Mize, Jacquelyn
"Parent-Child Physical and Pretense Play:
Links to Children’s Social Competence,"
Merrill-Palmer Quarterly: Vol. 46:
4, Article 4.
Available at: https://digitalcommons.wayne.edu/mpq/vol46/iss4/4