Explaining interindividual differences in toddlers' collaboration with unfamiliar peers: individual, dyadic, and social factors.

ABSTRACT: During their third year of life, toddlers become increasingly skillful at coordinating their actions with peer partners and they form joint commitments in collaborative situations. However, little effort has been made to explain interindividual differences in collaboration among toddlers. Therefore, we examined the relative influence of distinct individual, dyadic, and social factors on toddlers' collaborative activities (i.e., level of coordination and preference for joint activity) in joint problem-solving situations with unfamiliar peer partners (n = 23 dyads aged M = 35.7 months). We analyzed the dyadic nonindependent data with mixed models. Results indicated that mothers' expectations regarding their children's social behaviors significantly predicted toddlers' level of coordination.

SUBMITTER: Schuhmacher N 

PROVIDER: S-EPMC4416470 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature