Parental beliefs about social withdrawal in preschool age
DOI:
https://doi.org/10.24265/liberabit.2022.v28n2.574Keywords:
parental beliefs, social withdrawal, social emotional development, preschoolAbstract
Background: Parental beliefsnamely, parents’ ideas, knowledge, values and attributions are essential in the study of relationships between parents and children. They consist of cognitive and affective processes that influence strategies to promote acceptable social behaviors or to modify those considered undesirable. General Objective: To explore fathers’ and mothers’ beliefs about their children’s social withdrawal behaviors in the city of Mendoza, Argentina. Method: A qualitative methodology and a grounded theory approach were chosen. A non probability purposive sampling was used. Fathers and mothers of five four-year-old children who attended public educational institutions participated in the study. The focused interview was used as data collection instrument. Results: Emerging categories: internal and external causal attributions, causal attributions of cognitive and/or social emotional development, parental socialization strategies characterized by excessive control and overprotection. Conclusions: Parental beliefs provide a frame of reference that guides children’s interactions and determines the opportunities parents offer their children for their social emotional development.
Authorship contribution
CG, KNC and MSI: all authors participated in writing and revising the manuscript in drafting and revising the manuscript.
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References
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Caso, M. E. (2006). La sobreprotección parental como factor asociado en el asma bronquial en niños. Psicología y Salud, 16(1), 33-39.
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Castillo, E., & Vásquez, M. L. (2003). El rigor metodológico en la investigación cualitativa. Colombia Médica, 34(3), 164-167. https://colombiamedica.univalle.edu.co/index.php/comedica/article/view/269
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Coplan, R. J., Prakash, K., O’Neil, K., & Armer, M. (2004). Do You «Want» to Play? Distinguishing Between Conflicted Shyness and Social Disinterest in Early Childhood. Developmental Psychology, 40(2), 244-258. https://doi.org/10.1037/0012-1649.40.2.244
Coplan, R. J., Arbeau, K. A., & Armer, M. (2008). Don’t Fret, be Supportive! Maternal Characteristics Linking Child Shyness to Psychosocial and School Adjustment in Kindergarten. Journal of Abnormal Child Psychology, 36(3), 359-371. http://dx.doi.org/ 10.1007/s10802-007-9183-7
Coplan, R. J., & Weeks, M. (2009). Shy and Soft-Spoken: Shyness, Pragmatic Language, and Socio-Emotional Adjustment in Early Childhood. Infant and Child Development, 18(3), 238-254. https://doi.org/10.1002/icd.622
Coplan, R. J., & Rubin, K. (2010). Social Withdrawal and Shyness in Childhood. En K. Rubin, & R. Coplan (Eds.), The Development of Shyness and Social Withdrawal (pp. 3 -20). The Guilford Press.
Coplan, R. J., Ooi, L. L., Rose-Krasnor, L., & Nocita, G. (2014). ‘I Want to Play Alone’: Assessment and Correlates of Self-Reported Preference for Solitary Play in Young Children. Infant and Child Development, 23(3), 229-238. https://doi.org/10.1002/icd.1854
Crozier, W. R. (2014). Children’s Shyness: A Suitable Case for Treatment? Educational Psychology in Practice, 30(2), 156-166. https://doi.org/10.1080/02667363.2014.895934
Gazelle, H., & Ladd, G. (2003). Anxious Solitude and Peer Exclusion: A Diathesis-Stress Model of Internalizing Trajectories in Childhood. Child Development, 74(1), 257-278. http://dx.doi.org/ doi:10.1111/1467-8624.00534
Glaser, B., & Strauss, A. (1967). The Discovery of Grounded Theory. Aldine Press.
Guba, E. G., & Lincoln, Y. S. (1981). Effective Evaluation: Improving the Usefulness of Evaluation Results through Responsive and Naturalistic Approaches. Jossey-Bass.
Hernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación. McGraw-Hill.
International Test Commission. (2016). The International Test Commission Guidelines on the Security of Tests, Examinations, and Other Assessments. International Journal of Testing, 16(3), 181-204. https://doi.org/10.1080/15305058.2015.1111221
Kornblit, A. L. (2004). Metodologías cualitativas en ciencias sociales. Biblos.
Lacunza, B. A., & Contini, N. (2011). Las habilidades sociales en niños y adolescentes. Su importancia en la prevención de trastornos psicopatológicos. Fundamentos en Humanidades, XII(23), 159-182. https://www.redalyc.org/articulo.oa?id=18424417009
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Liu, J. L., Harkness, S., & Super, C. M. (2020). Chinese Mothers’ Cultural Models of Children’s Shyness: Ethnotheories and Socialization Strategies in the Context of Social Change. New Directions for Child and Adolescent Development, 170, 69-92. https://doi.org/10.1002/cad.20340
Mills, R. S. L., & Rubin, K. H. (1990). Parental Beliefs about Problematic Social Behaviors in Early Childhood. Child Development, 61(1), 138-151. https://doi.org/10.2307/1131054
Miller, S. R., Tserakhava, V., & Miller, C. J. (2011). «My Child is Shy and Has No Friends: What Does Parenting Have to Do with It?» Journal of Youth and Adolescence, 40(4), 442-452. https://doi.org/10.1007/s10964-010-9550-5
Ministerio de Justicia y Derechos Humanos de la Nación. (2014). Ley Nº 26.061. Protección integral de los derechos de niñas, niños y adolescentes. Secretaría de Derechos Humanos. http://www.jus.gob.ar/media/3108870/ley_26061_proteccion_de_ni_os.pdf
Morales-Castillo, M. (2020). Las creencias parentales en el proceso de crianza y sus relaciones con el comportamiento adolescente. Psicologia, USP, 31(1), 1-12. http://doi.org/10.1590/0103-6564e190052
Nesdale, D., & Zimmer-Gembeck, M. (2014). Peer Rejection in Childhood: Social Groups, Rejection Sensitivity, and Solitude. En R. Coplan, & J. Bowker (Eds.), The Handbook of Solitude. Psychological Perspectives on Social Isolation, Social Withdrawal, and Being Alone (pp. 129-149). Wiley-Blackwell. https://doi.org/10.1002/9781118427378.ch8
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Rubin, K. H., Coplan, R., & Bowker, J. (2009). Social Withdrawal in Childhood. Annual Review of Psychology, 60, 141-171. https://doi.org/10.1146/annurev.psych.60.110707.163642
Rubin, K. H., Bowker, J., & Gazelle, H. (2010). Social Withdrawal in Childhood and Adolescence: Peer Relationships and Social Competence. En K. Rubin, & R. Coplan (Eds.), The Development of Shyness and Social Withdrawal (pp. 131-156). The Guilford Press.
Rubin, K. H., Coplan, R. J., Bowker, J. C., & Menzer, M. (2014). Social Withdrawal and Shyness. En P. K. Smith, & C. H. Hart (Eds.), Handbooks of Developmental Psychology (pp. 434-452). Wiley Blackwell.
Rubin, K. H., & Chronis Tuscano, A. (2021). Perspectives on Social Withdrawal in Childhood: Past, Present, and
Prospects. Child Development Perspectives, 15(3), 160-167. https://doi.org/10.1111/cdep.12417
Ruiz, J. I., & Ispizua, M. A. (1989). La descodificación de la vida cotidiana. Métodos de investigación cualitativa. Universidad de Deusto.
Scribano, A. O. (2007). El proceso de investigación social cualitativo. Prometeo Libros. https://www.prometeoeditorial.com/libro/340/El-proceso-de-investigacin socialcualitativo
Shaffer, D. R. (2009). Desarrollo social y de la personalidad. Thomson.
Shonkoff, J., & Fisher, P. (2013). Rethinking EvidenceBased Practice and Two-Generation Programs to Create the Future of Early Childhood Policy. Development and Psychopathology, 25(4pt2), 1635-1653. https://doi.org/10.1017/S0954579413000813
Spere, K. A., Schmidt, L. A., Theall-Honey, L. A., & MartinChang, S. (2004). Expressive and Receptive Language Skills of Temperamentally Shy Preschoolers. Infant and Child Development, 13(2), 123-133. https://doi.org/10.1002/icd.345
Stake, R. E. (1999). Investigación con estudios de casos. Ediciones Morata S. L.
Strauss, A., & Corbin, J. (2002). Bases de la investigación cualitativa. Técnicas y procedimientos para desarrollar la teoría fundamentada. Editorial Universidad de Antioquia. https://diversidadlocal.files.wordpress.com/2012/09/bases-investigacioncualitativa.pdf
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Tamis-LeMonda, C. S. (2003). Cultural Perspectives on the ‘Whats?’ and ‘Whys?’ of Parenting. Human Development, 46(5), 319-327. https://doi.org/10.1159/000071939
Valdivia, I. A., Schneider, B. H., Chavez, K. L., & Chen, X. (2005). Social Withdrawal and Maladjustment in a Very Group-Oriented Society. International Journal of Behavioral Development, 29(3), 219-228. https://doi.org/10.1080/01650250544000008
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Zarra-Nezhad, M., Viljaranta, J., Sajaniemi, N., Aunola, K.,& Lerkkanen, M. K. (2022). The Impact of Children’sSocioemotional Development on Parenting Styles:The Moderating Effect of Social Withdrawal. EarlyChild Development and Care, 192(7), 1032-1044.https://doi.org/10.1080/03004430.2020.1835879
Zych, I., Ortega-Ruiz, R., & Sibaja, S. (2016). Children ́sPlay and Affective Development: Affect, SchoolAdjustment and Learning in Preschoolers. Journal forthe Study of Education and Development, 39(2), 380-400, https://doi.org/10.1080/02103702.2016.1138718
Bayram, S., & Cheah, C. S. (2015). Turkish Mothers’ Parenting Beliefs in Response to Preschoolers’ Aggressive and Socially Withdrawn Behaviors. Journal of Child and Family Studies, 24(3), 687-702. https://doi.org/10.1007/s10826-013-9879-y
Bornstein, M. H. (2015). Children’s Parents. En M. H. Bornstein, T. Leventhal, & R. M. Lerner (Eds.), Handbook of Child Psychology and Developmental Science: Ecological Settings and Processes (pp. 55-132). John Wiley & Sons, Inc.
Bornstein, M. H., & Cheah, C. S. L. (2006). The Place of «Culture and Parenting» in the Ecological Contextual Perspective on Developmental Science. En K. H. Rubin, & O. B. Chung (Eds.), Parenting Beliefs, Behaviors, and Parent-Child Relations. A Cross Cultural Perspective (pp. 3-20). Psychology Press.
Bornstein, M. H., Putnick, D., & Suwalsky, J. (2018). Parenting Cognitions → Parenting Practices → Child Adjustment? The Standard Model. Development and Psychopathology, 30(2), 399-416. https://doi.org/10.1017/S0954579417000931
Bronfenbrenner, U. (1987). La ecología del desarrollo humano. Paidós.
Burchinal, M., Magnuson, K., Powell, D., & Hong, S. S. (2015). Early Childcare and Education. En M. H. Bornstein, T. Leventhal, & R. M. Lerner (Eds.), Handbook of Child Psychology and Developmental Science: Ecological Settings and Processes (pp. 223-267). John Wiley & Sons, Inc.
Caso, M. E. (2006). La sobreprotección parental como factor asociado en el asma bronquial en niños. Psicología y Salud, 16(1), 33-39.
Castillo, K. N. (2021). Retraimiento social en la primera infancia: un estudio comparativo en contextos sociales rurales, urbanos y urbano-marginados [Tesis de doctorado, Universidad del Aconcagua].
Castillo, E., & Vásquez, M. L. (2003). El rigor metodológico en la investigación cualitativa. Colombia Médica, 34(3), 164-167. https://colombiamedica.univalle.edu.co/index.php/comedica/article/view/269
Castillo, K. N., Ison, M. S., & Greco, C. (2019). Retraimiento social, timidez y soledad en la infancia: una revisión de enfoques actuales. Acta Psiquiátrica y Psicológica de América Latina, 65(3), 168-178. https://psycnet.apa.org/record/2020-13884-002
Cheah, C. S., & Park, S. Y. (2006). South Korean Mothers’ Beliefs Regarding Aggression and Social Withdrawal in Preschoolers. Early Childhood Research Quarterly, 21(1), 61-75. https://doi.org/10.1016/j.ecresq.2006.01.004
Coplan, R. J., Prakash, K., O’Neil, K., & Armer, M. (2004). Do You «Want» to Play? Distinguishing Between Conflicted Shyness and Social Disinterest in Early Childhood. Developmental Psychology, 40(2), 244-258. https://doi.org/10.1037/0012-1649.40.2.244
Coplan, R. J., Arbeau, K. A., & Armer, M. (2008). Don’t Fret, be Supportive! Maternal Characteristics Linking Child Shyness to Psychosocial and School Adjustment in Kindergarten. Journal of Abnormal Child Psychology, 36(3), 359-371. http://dx.doi.org/ 10.1007/s10802-007-9183-7
Coplan, R. J., & Weeks, M. (2009). Shy and Soft-Spoken: Shyness, Pragmatic Language, and Socio-Emotional Adjustment in Early Childhood. Infant and Child Development, 18(3), 238-254. https://doi.org/10.1002/icd.622
Coplan, R. J., & Rubin, K. (2010). Social Withdrawal and Shyness in Childhood. En K. Rubin, & R. Coplan (Eds.), The Development of Shyness and Social Withdrawal (pp. 3 -20). The Guilford Press.
Coplan, R. J., Ooi, L. L., Rose-Krasnor, L., & Nocita, G. (2014). ‘I Want to Play Alone’: Assessment and Correlates of Self-Reported Preference for Solitary Play in Young Children. Infant and Child Development, 23(3), 229-238. https://doi.org/10.1002/icd.1854
Crozier, W. R. (2014). Children’s Shyness: A Suitable Case for Treatment? Educational Psychology in Practice, 30(2), 156-166. https://doi.org/10.1080/02667363.2014.895934
Gazelle, H., & Ladd, G. (2003). Anxious Solitude and Peer Exclusion: A Diathesis-Stress Model of Internalizing Trajectories in Childhood. Child Development, 74(1), 257-278. http://dx.doi.org/ doi:10.1111/1467-8624.00534
Glaser, B., & Strauss, A. (1967). The Discovery of Grounded Theory. Aldine Press.
Guba, E. G., & Lincoln, Y. S. (1981). Effective Evaluation: Improving the Usefulness of Evaluation Results through Responsive and Naturalistic Approaches. Jossey-Bass.
Hernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación. McGraw-Hill.
International Test Commission. (2016). The International Test Commission Guidelines on the Security of Tests, Examinations, and Other Assessments. International Journal of Testing, 16(3), 181-204. https://doi.org/10.1080/15305058.2015.1111221
Kornblit, A. L. (2004). Metodologías cualitativas en ciencias sociales. Biblos.
Lacunza, B. A., & Contini, N. (2011). Las habilidades sociales en niños y adolescentes. Su importancia en la prevención de trastornos psicopatológicos. Fundamentos en Humanidades, XII(23), 159-182. https://www.redalyc.org/articulo.oa?id=18424417009
Laible, D., Thompson, R. A., & Froimson, J. (2015). Early Socialization: The Influence of Close Relationships. En J. E. Grusec, & P. D. Hastings (Eds.), Handbook of Socialization: Theory and Research (pp. 35-59). The Guilford Press.
Liu, J. L., Harkness, S., & Super, C. M. (2020). Chinese Mothers’ Cultural Models of Children’s Shyness: Ethnotheories and Socialization Strategies in the Context of Social Change. New Directions for Child and Adolescent Development, 170, 69-92. https://doi.org/10.1002/cad.20340
Mills, R. S. L., & Rubin, K. H. (1990). Parental Beliefs about Problematic Social Behaviors in Early Childhood. Child Development, 61(1), 138-151. https://doi.org/10.2307/1131054
Miller, S. R., Tserakhava, V., & Miller, C. J. (2011). «My Child is Shy and Has No Friends: What Does Parenting Have to Do with It?» Journal of Youth and Adolescence, 40(4), 442-452. https://doi.org/10.1007/s10964-010-9550-5
Ministerio de Justicia y Derechos Humanos de la Nación. (2014). Ley Nº 26.061. Protección integral de los derechos de niñas, niños y adolescentes. Secretaría de Derechos Humanos. http://www.jus.gob.ar/media/3108870/ley_26061_proteccion_de_ni_os.pdf
Morales-Castillo, M. (2020). Las creencias parentales en el proceso de crianza y sus relaciones con el comportamiento adolescente. Psicologia, USP, 31(1), 1-12. http://doi.org/10.1590/0103-6564e190052
Nesdale, D., & Zimmer-Gembeck, M. (2014). Peer Rejection in Childhood: Social Groups, Rejection Sensitivity, and Solitude. En R. Coplan, & J. Bowker (Eds.), The Handbook of Solitude. Psychological Perspectives on Social Isolation, Social Withdrawal, and Being Alone (pp. 129-149). Wiley-Blackwell. https://doi.org/10.1002/9781118427378.ch8
Olson, S. L., Lansford, J. E., Evans, E. M., Blumstein, K. P., & Ip, K. I. (2019). Parents’ Ethnotheories of Maladaptive Behavior in Young Children. Child Development Perspectives, 13(3), 153-158. https://doi.org/10.1111/cdep.12330
Papalia, D., Wendkos, S., & Duskin, R. (2009). Desarrollo humano. McGraw-Hill Interamericana.
Rosabal-Coto, M. (2012). Creencias y prácticas de crianza: el estudio del parentaje en el contexto costarricense. Revista Costarricense de Psicología, 31(1-2), 65-100.http://www.rcps-cr.org/openjournal/index.php/RCPs/article/view/10
Rubin, K. H., & Asendorpf, J. (1993). Social Withdrawal, Inhibition, and Shyness in Childhood: Conceptual and Definitional Issues. En K. Rubin, & J. Asendorpf (Eds.), Social Withdrawal, Inhibition, and Shyness in Childhood (pp. 3-17). Psychology Press. https://doi.org/10.4324/9781315806891
Rubin, K. H., Coplan, R., & Bowker, J. (2009). Social Withdrawal in Childhood. Annual Review of Psychology, 60, 141-171. https://doi.org/10.1146/annurev.psych.60.110707.163642
Rubin, K. H., Bowker, J., & Gazelle, H. (2010). Social Withdrawal in Childhood and Adolescence: Peer Relationships and Social Competence. En K. Rubin, & R. Coplan (Eds.), The Development of Shyness and Social Withdrawal (pp. 131-156). The Guilford Press.
Rubin, K. H., Coplan, R. J., Bowker, J. C., & Menzer, M. (2014). Social Withdrawal and Shyness. En P. K. Smith, & C. H. Hart (Eds.), Handbooks of Developmental Psychology (pp. 434-452). Wiley Blackwell.
Rubin, K. H., & Chronis Tuscano, A. (2021). Perspectives on Social Withdrawal in Childhood: Past, Present, and
Prospects. Child Development Perspectives, 15(3), 160-167. https://doi.org/10.1111/cdep.12417
Ruiz, J. I., & Ispizua, M. A. (1989). La descodificación de la vida cotidiana. Métodos de investigación cualitativa. Universidad de Deusto.
Scribano, A. O. (2007). El proceso de investigación social cualitativo. Prometeo Libros. https://www.prometeoeditorial.com/libro/340/El-proceso-de-investigacin socialcualitativo
Shaffer, D. R. (2009). Desarrollo social y de la personalidad. Thomson.
Shonkoff, J., & Fisher, P. (2013). Rethinking EvidenceBased Practice and Two-Generation Programs to Create the Future of Early Childhood Policy. Development and Psychopathology, 25(4pt2), 1635-1653. https://doi.org/10.1017/S0954579413000813
Spere, K. A., Schmidt, L. A., Theall-Honey, L. A., & MartinChang, S. (2004). Expressive and Receptive Language Skills of Temperamentally Shy Preschoolers. Infant and Child Development, 13(2), 123-133. https://doi.org/10.1002/icd.345
Stake, R. E. (1999). Investigación con estudios de casos. Ediciones Morata S. L.
Strauss, A., & Corbin, J. (2002). Bases de la investigación cualitativa. Técnicas y procedimientos para desarrollar la teoría fundamentada. Editorial Universidad de Antioquia. https://diversidadlocal.files.wordpress.com/2012/09/bases-investigacioncualitativa.pdf
Taylor, S. J., Bogdan, R., & DeVault, M. (2015). Introduction to Qualitative Research Methods: A Guidebook and Resource. Academic Press Wiley.
Tamis-LeMonda, C. S. (2003). Cultural Perspectives on the ‘Whats?’ and ‘Whys?’ of Parenting. Human Development, 46(5), 319-327. https://doi.org/10.1159/000071939
Valdivia, I. A., Schneider, B. H., Chavez, K. L., & Chen, X. (2005). Social Withdrawal and Maladjustment in a Very Group-Oriented Society. International Journal of Behavioral Development, 29(3), 219-228. https://doi.org/10.1080/01650250544000008
Valles, M. S. (1999). Técnicas cualitativas de investigación social. Reflexión metodológica y práctica profesional. Síntesis. https://eva.fic.udelar.edu.uy/pluginfile.php/25827/mod_resource/content/1/Valles%2C%20Miguel%20%281999%29%20Tecnicas_Cualitativas_De_Investigacion_Social.pdf
Zárate, A., Castro, U., & Tirado, I. (2017). Crecimiento ydesarrollo normal del preescolar, una mirada desde laatención primaria. Revista pediatría electrónica, 14(2),27-33. https://pesquisa.bvsalud.org/portal/resource/pt/biblio-986846
Zarra-Nezhad, M., Viljaranta, J., Sajaniemi, N., Aunola, K.,& Lerkkanen, M. K. (2022). The Impact of Children’sSocioemotional Development on Parenting Styles:The Moderating Effect of Social Withdrawal. EarlyChild Development and Care, 192(7), 1032-1044.https://doi.org/10.1080/03004430.2020.1835879
Zych, I., Ortega-Ruiz, R., & Sibaja, S. (2016). Children ́sPlay and Affective Development: Affect, SchoolAdjustment and Learning in Preschoolers. Journal forthe Study of Education and Development, 39(2), 380-400, https://doi.org/10.1080/02103702.2016.1138718
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How to Cite
Parental beliefs about social withdrawal in preschool age. (2022). LIBERABIT. Revista Peruana De Psicología, 28(2), e574. https://doi.org/10.24265/liberabit.2022.v28n2.574
