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Mothers’ Perceptions Regarding the Social Competence of Preschool Children with Mental Retardation

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Abstract

This study explored mothers’ perceptions of the social competence of preschool children with mental retardation. Fifty-four mothers completed a 42 item questionnaire regarding children’s social competence. Children’s cognitive and communicative developmental ages were determined using the Battelle Developmental Inventory. Data are presented as percentage of mothers providing different response options. Response differences were examined using the Test for Significance of Difference Between Two Proportions. Association among developmental ages and mothers’ responses were analyzed using Pearson Product Moment Correlations. Mothers’ perceptions of their children’s social opportunities and skills were generally positive including interacting with children with and without disabilities, initiating play interactions with other children, responding positively to initiations by other children, playing with others for more than brief amounts of time, and demonstrating relatively sophisticated social play skills. Associations among developmental ages and selected maternal responses support the notion that mothers are accurate observers of their children’s social activity and developmental ability. Results are discussed relative to the extant literature.

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  1. Early Childhood Education Program, Division of Teacher Education, College of Education, Criminal Justice, and Human Services, University of Cincinnati, Room 1250-U, One Edwards Center, PO Box 210105, Cincinnati, OH, 45221-0105, USA

    D. Michael Malone

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Malone, D.M. Mothers’ Perceptions Regarding the Social Competence of Preschool Children with Mental Retardation. J Dev Phys Disabil 19, 365–383 (2007). https://doi.org/10.1007/s10882-007-9056-6

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