Children’s prosocial behaviours, internal state language, and emotion regulation during play with siblings and friends

Children’s prosocial behaviors, use of internal state language, and abilities to regulate their emotions were investigated in 46 focal children (M age = 94.58 mos.) during play with their younger sibling (M age = 74.29 mos.) or older sibling (M age = 114.00 mos.) and best friend (M age = 96.88 mos.). The data consisted of two counterbalanced videotaped free play sessions at the focal children’s home with siblings and friends. Using the video recordings, the transcribed play dialogue was coded for children’s engagement in prosocial behaviors and use of internal state language (Recchia & Howe, 2008). Observations indicated that focal children employed a wide range of prosocial behaviors, with social statements (e.g., “we” statements) and shared affect (e.g., laughing, smiling, singing) being more frequently used than helping or sharing. No differences were found in terms of prosocial behaviors engaged in with friends or with siblings, which may be explained by the carryover effect. With regards to the internal state language categories, focal children made references to goals and cognitions more than emotions and preferences, regardless of the play session. Birth order differences determined that both older and younger focal children were rated higher on the emotion regulation subscale (e.g., empathy, appropriate negative emotions) with friends than siblings, while younger focal children were rated higher on the lability/negativity subscale (e.g., mood swings, negative emotions) with friends than siblings. Finally, significant correlations were found between focal children’s use of prosocial behaviors, internal state language, and the emotion regulation checklist scores, with several significant associations in the two play sessions, suggesting the complexity of interactions between siblings and friends. Findings are discussed in relation to theory, literature, and the play partner’s effect on children’s social and cognitive development