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Arwen Abendstern During middle childhood, parent-child relations become increasingly reciprocal, with parent-child interactions consisting less of caregiving or playing and more of supervising from a distance than in early childhood (McHale, Dariotis, & Kauh, 2003). For example, Table provides tips for parental monitoring of children’s Internet use. As a result of both individual child development and changing social expectations, parent-child relations in middle childhood involve:
- Increased cognitive abilities for solving concrete problems
- Greater physical and social knowledge
- More involvement with peers and contexts outside the family
- Increased emphasis on school adjustment and academic achievement
- Greater capacity for self-regulation and social responsibility (adapted from Peterson, Madden-Derdich, & Leonard, 2000)
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