Family functioning in microtransition and socio-emotional competence in preschoolers

Abstract

Microtransitions can be identified as those exchanges that occur during everyday life when family members negotiate a change in their interactions. This study aims to highlight how certain aspects of family functioning during microtransitions could influence the development of children's socio-emotional competence in their interactions with peers. In order to achieve this aim, 24 family triads (mother, father, and preschooler child) were observed in a laboratory during semi-structured play activities for a total of 57 interactive sequences; the children were also observed in their nursery school context, where their socio-emotional competence was assessed through the analysis of 142 interactive sequences video-recorded during semi-structured play, and of a questionnaire filled out by teachers. The results indicated that children in families showing a higher degree of coordination were more relationally and socially competent with peers both during the video-observed play and in the descriptions of the teachers.

Keywords:

• microtransitions
• observation
• preschoolers
• socio-emotional competence
• triadic family interactions

Notes on contributors

Ada Cigala, PhD, assistant professor of Developmental Psychology at the University of Parma.

Elena Venturelli, PhD, lecturer of Developmental Psychology at the University of Parma.

Laura Fruggeri, professor of Social Psychology at the University of Parma.