Family-Peer Connections: The Roles of Emotional Expressiveness within the Family and Children's Understanding of Emotions

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Abstract
The purpose of this study was to explore patterns of parent and child emotional expressiveness within the family context, to examine links between these patterns and children's peer relations, and to examine whether these links might be mediated by children's understanding of emotions. Subjects were 61 kindergarten and first-grade white, middle-class children and their parents. Parent and child expressiveness were assessed in a laboratory ring-toss game designed to elicit a range of emotional responses. Parent expressiveness in the home was also assessed with Halberstadt's Family Expressiveness Questionnaire. The questionnaire, completed by both mother and father, assesses a range of emotions in a variety of settings typical of many families, and consists of items tapping both positive and negative expressiveness. Children were interviewed about their understanding of emotions across a broad range of areas. Results indicated that maternal expressiveness (home) and paternal expressiveness (home and laboratory) but not children's expressiveness with parents were associated with children's peer relations. Although children's understanding of emotions was generally not associated with family expressiveness, understanding predicted children's peer relations. In addition, children's understanding influenced the links between maternal expressiveness in the home and peer relations and between paternal expressiveness in the laboratory and peer relations. This pattern of results underscores the importance of the emotional climate of the family for the development of children's social relations with peers.