Associations between maternal scaffolding and executive functioning in 3 and 4year olds born very low birth weight and normal birth weight

Abstract

Background Deficits in executive function, including measures of working memory, inhibition and cognitive flexibility, have been documented in preschoolers born very low birth weight (VLBW) compared with preschoolers born with normal birth weight (NBW). Maternal verbal scaffolding has been associated with positive outcomes for both at-risk and typically developing preschoolers. Aims The purpose of this study was to examine associations between maternal verbal scaffolding, Verbal IQ (VIQ) and executive function measures in preschoolers born VLBW. Subjects A total of 64 VLBW and 40 NBW preschoolers ranging in age from 3 ½ to 4 years participated in the study. Outcome Measures VIQ was measured with the Wechsler Preschool and Primary Scale of Intelligence – 3rd edition. Executive function tests included the Bear Dragon, Gift Delay Peek, Reverse Categorization and Dimensional Change Card Sort-Separated Dimensions. Study Design Maternal verbal scaffolding was coded during a videotaped play session. Associations between maternal verbal scaffolding and preschoolers’ measures of VIQ and executive function were compared. Covariates included test age, maternal education, and gender. Results Preschoolers born VLBW performed significantly worse on VIQ and all executive function measures compared to those born NBW. Maternal verbal scaffolding was associated with VIQ for VLBW preschoolers and Gift Delay Peek for the NBW group. Girls born VLBW outperformed boys born VLBW on VIQ and Bear Dragon. Conclusion Integrating scaffolding skills training as part of parent-focused intervention may be both feasible and valuable for early verbal reasoning and EF development.

Practical Strategies to Enhance Executive Functioning and Strengthen Diabetes Management Across the Lifespan

“…To exert impulse control, preschool children rely more on external control and structure provided by adults, than on internal executive control mechanisms [34]. Indeed, parental scaffolding that provides structure and support (e.g., reminding a child to stay seated) can enhance a young child's impulse control [35]. …”

The Association between Parenting Behavior and Executive Functioning in Children and Young Adolescents

“…Among these, sensitive parenting (e.g., Towe-Goodman et al, 2014; Sulik et al, 2015) and parental scaffolding (e.g., Lowe et al, 2014) showed to be associated with EF in young children in several studies. It is assumed that parents serve as self-regulating catalysts and attention-switches for their children while their brain structures form, which will later be in charge of these mechanisms (e.g., Carlson, 2009).…”

Maternal and Paternal Mental‐state Talk and Executive Function in Preschool Children

“…According to Carlson (), three distinct dimensions of parenting are likely to contribute to the development of EF: (1) two behavioral dimensions, namely parental scaffolding (i.e., the ability of the caregiver to offer children age‐appropriate problem‐solving strategies) and sensitivity (i.e., the ability of the caregiver to respond to the child's signals in a consistent and appropriate manner), and (2) a verbal dimension, referring to the tendency to use mental‐state terms while talking to the child. Indeed, the contributions of parental scaffolding (Bibok, Carpendale, & Müller, ; Hammond, Müller, Carpendale, Bibok, & Libermann‐Finestone, ; Landry, Miller‐Loncar, Smith, & Swank, ; Lowe et al, ) and sensitivity (Blair et al, ; Towe‐Goodman et al, ) for the development of EF skills have been the focus of recent empirical interest. However, less attention has been given to the role of parental mental‐state talk—referring to the child's, one's own and others’ desires, emotions, and cognitions—when dialoguing with the child.…”