Objective: To explore the relationship between parental self efficacy consistency with children s social development,and to provide a reference basis for promoting children s social development. Methods: During September to October of 2019, cluster sampling method were used to select 905 children and their parents from 2 kindergarten (senior , mid and junior class) and 2 primary schools (grade one to grade three) in Bengbu. Children s social development and parental self efficacy were assessed by the Strengths and Difficulties Questionnaire(SDQ) and the parenting sense of competence Scale, respectively. Ordinal Logistic regression was used to analyze the relationship between parenting efficacy consistency with children s social development. Results: Prevalence of emotional problems, conduct problems, hyperactivity attention inability，peer problems, and abnormal prosocial behtavior was 8.95%，6.30%， 18.01%, 14.03%，7.40% and 5.41%，respectively, which were negatively associated with parental self efficacy( P <0.01). Consistent parenting sense of competence, children s emotion, hyperactivity attention inability, moral behavior and prosocial behavior anomaly detection rate lowest, mother parenting self efficacy were higher than the father, children s enotion, conduct behavior, hyperactivity attention inability and prosocial behavior anomaly detection rate is highest, when the father parenting self efficacy was higher than that of mothers, Children s conduct behavior and hyperativity attention inability had the highest detection rate( Z =6.57, 7.58,7.25, 7.06, P <0.05). Children with higher maternal parenting self efficacy were more likely to develop emotional, conduct behavior, hyperactivity attention inability and prosocial behavior abnormalities, and children with higher father parenting self efficacy were more likely to develop conduct behavior and hyperactivity attention inability ( P <0.05). Conclusion Parental self efficacy and its consistency are related to child social development.It is suggested that parents should improve the parenting efficiency and the quality of companionship, optimize the family relations, and create a harmonious atmosphere.

Objective: To understand the current situation of the social development between only children and firstborn of young age, so as to provide a reference for the promotion of the social development of young children. Methods: Stratified cluster sampling method was used to select 734 only children and firstborn children aged 3-9 in two kindergartens and two primary schools from grade 1 to grade 3 for questionnaire survey in Bengbu City. The content included the general information of children and their parents and the social assessment of children. Results: The rate of emotional symptoms in firstborn children(27.8%) was higher than those of only children (17.6%)( χ 2=9.45, P <0.01). The results of univariate analysis showed that the rate of hyperactivity and inattention in social development of both only children and firstborns decreased with the increase of family socioeconomic status ( P < 0.05 ). Multivariate Logistic regression analysis of only children showed that only children with high economic status had a lower risk of hyperactivity and inattention and had a higher risk of peer interaction( P <0.05). The prosocial behavior of girls was better than that of boys in the aspect of social development of only children and firstborn children( OR =1.70, 2.85, P <0.05). For only children, the occurrence risk of being difficult was lower when the primary caregiver was parents than grandparents( OR =1.63, P < 0.05 ). For firstborn children, the risk of being difficult in nuclear families was lower than that in third generation families( OR = 2.14 , P <0.05). Multivariate analysis of the only child showed that boys had higher risk of hyperactive attention and less prosocial behavior than girls ( OR =2.24, 1.70, P <0.05), and a lower risk of developing mood disorders than girls( OR =0.57, P <0.05). The social development of only children varied among different grades, and the risk of abnormal prosocial behavior was lower with the increase of grades ( P <0.05). Conclusion Higer family social status is positively associated with children s social development level. But parents with high economic status should also avoid too much material and spiritual doting. Parents should strengthen their own learning to enhance the level of socialized education, raising siblings equally, improve the quality of parent child relationship, and promote the all round development of children s socialization level.

Objective: To understand aggressive behavior and associated family determinants of firstborn and only children in primary school, so as to provide the basis for child aggressive behavior prevention. Methods: Using stratified cluster sampling method, 922 pupils from grade 2 to grade 6 were selected from three primary schools in Bengbu. The questionnaire survey included general information, family background and child aggressive behaviors. Results: Among boys, the 7 year old only child scored [26.0(22.0,34.5)] higher than firstborn children [20.0(17.5,26.5)] in overall aggression, and the 9-year-old firstborn child [ 27.5 (23.0,34.3)] scored higher than the only child [23.0(18.5,28.5)]. The scores of 8-year-old firstborn child in the dimension of physical aggression [7.0(4.0,11.0)] were higher than that of only child [5.0(3.0,8.0)] ( Z=1.97, 2.39, 2.11, P < 0.05 ). Among girls, 8-year-old only child scored higher [5.0(3.0,7.0)] in the dimension of physical aggression than that of the firstborn child [ 3.0 (3.0,4.0)], and the 12-year-old firstborn child scored [7.0(6.0,8.0)] higher in the dimension of hostility than that of the only child [4.5(3.3,9.0)] ( Z=2.48, 1.98, P <0.05). Multiple linear regression analysis found that boys of firstborn children scored higher in all dimensions of aggressive behavior than those of girls except hostility, and paternal education was negatively associated with physical aggression and hostility ( P <0.05). Age was positively associated with verbal aggression among the only children ( P <0.05). Family economic status was negatively associated with physical aggression ( P <0.05). Paternal education was negatively associated with hostility among students with anger and hostility of family members higher than that of parents ( P < 0.05 ). Conclusion Higher family economic status, high quality of parent company and appropriate parenting style can reduce the occurrence of children s aggressive behavior and promote healthy physical and psychological development.