Parental Representations Among Preschool and Fourth-Grade Children: Integrating Object Relational and Cognitive Developmental Frameworks

The aim of this research was the empirical study of the development of object representations among preschool and fourth-grade children. Psychometric properties and age differences on structural and qualitative dimensions of parental descriptions are reported. The relationships between the dimensions of object representations and children's self-perceptions and interpretations of situations depicting typical interferences of ongoing parent-child relations were explored. Our findings point to multidimensional representations, underlying the importance of the structural dimensions of the representation. More mature representations were related to more advanced conflict resolution strategies. More positive perceptions of self in middle childhood and less idealized self-concept among preschoolers were associated to higher conceptual levels of parental representations. The constraints, as well as the possibilities, inherent to research based on narrative models of object representations are discussed.