Development of children's self-regulations in idealized and mother-child interactions

Pacifici, Caesar; Bearison, David J.

doi:10.1016/0885-2014(91)90039-g

Cited by 15 publications

(12 citation statements)

References 13 publications

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“…The specific aspects of parenting aggregated to comprise a positive parenting composite (sensitivity, support for child exploration, and positive affect) have been linked to children’s behavioral and emotional regulation (Deater-Deckard and Petrill 2004; Eisenberg et al 2001) and cognitive development (Pacifici and Bearison 1991). Moreover, intervention fathers displayed less negativity to children than did control fathers.…”

Section: Discussionmentioning

confidence: 99%

Enhancing Coparenting, Parenting, and Child Self-Regulation: Effects of Family Foundations 1 Year after Birth

2009

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This study investigated whether a psycho-educational program with modest dosage (eight sessions), delivered in a universal framework through childbirth education programs and targeting the coparenting relationship would have a positive impact on observed family interaction and child behavior at 6-month follow-up (child age 1 year). One hundred sixty-nine couples, randomized to intervention and control conditions, participated in videotaped family observation tasks at pretest (during pregnancy) and at child age 1 year (2003–2007). Coparenting, parenting, couple relationship, and child self-regulatory behaviors were coded by teams of raters. Intent-to-treat analyses of program effects controlled for age, education, and social desirability. Evidence of significant (p<0.05) program effects at follow-up emerged in all four domains. Effect sizes ranged from 0.28 to 1.01. Targeting the coparenting relationship at the transition to parenthood represents an effective, non-stigmatizing means of promoting parenting quality and child adjustment.

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Section: Discussionmentioning

confidence: 99%

Enhancing Coparenting, Parenting, and Child Self-Regulation: Effects of Family Foundations 1 Year after Birth

2009

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“…62 Brenda L. Lundy Parent-child interactions on puzzle-construction task. The three-dimensional puzzle-construction task was a modified version of the one used in previous research (Pacifici & Bearison, 1991;Wood & Middleton, 1975). The task involved using seven wooden pieces (blocks and towers) to construct a castle that matched one presented in a picture (Castle Logix by Educational Insights).…”

Section: Procedures and Measuresmentioning

confidence: 99%

Paternal and Maternal Mind‐mindedness and Preschoolers' Theory of Mind: The Mediating Role of Interactional Attunement

Lundy

2012

Social Development

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The present investigation explored (1) fathers' contributions to children's theory of mind (ToM) development, (2) the similarity between maternal and paternal mind‐mindedness (MM) in relation to children's ToM, and (3) the relative predictive strength of two concurrently administered measures of MM (an online and an interview assessment) in relation to children's ToM. Thirty‐nine fathers, mothers, and their four‐year‐olds participated. Paternal MM was positively correlated with children's ToM performance. In addition, the two groups of parents performed similarly on both measures of MM. The findings also suggest that mothers and fathers who scored higher on the MM interview were more attuned to their children's mental processes during the online interaction measure of MM. The online measure of MM was found to mediate the relationship between the interview measure of MM and children's ToM for the maternal–child data only.

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“…A number of studies have demonstrated that support can powerfully affect children’s cognitive performance. For example, Pacifici and Bearison (1991) compared the performance of 29 3‐year‐olds working on puzzles before and after several different kinds of adult assistance with a similar puzzle. The research revealed that all of the children performed better after the support event, with the group of children who received the carefully calibrated support of the researcher performing the best.…”

Section: Contextual Support During Teaching Learning and Developmentmentioning

confidence: 99%

Transient and Robust Knowledge: Contextual Support and the Dynamics of Children’s Reasoning About Density

Rappolt-Schlichtmann¹,

Tenenbaum

Koepke

et al. 2007

Mind Brain and Education

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ABSTRACT— Contextual support for performance and understanding plays an important role in learning and teaching. This study investigated the temporal course of the effects of support—how it affects complexity and correctness of judgments about density in kindergarten (n= 35) and second‐grade (n= 29) children. In the experimental group, a teacher provided support through modeling more complex reasoning about why objects sink or float. Children’s complexity judgments increased sharply with support compared to no support, although their predictions about whether objects would sink or float were mostly correct from the start. Following the support event, children showed a sudden jump in complexity of explanations, which was transient for most children, who showed either rapid decrease or some oscillation and then decrease. A few sustained the high‐level explanation after the jump, showing robust knowledge. That is, patterns of performance across trials were primarily nonlinear, following mostly cubic or quadratic change. In addition, second‐graders had a more complex understanding of density than did kindergarteners. Findings indicate that children’s concepts are dynamic rather than static, as evidenced by the strong but transient effects of support for most students. To move from transient to robust knowledge requires the building of knowledge and skill over time.

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Development of children's self-regulations in idealized and mother-child interactions

Cited by 15 publications

References 13 publications

Enhancing Coparenting, Parenting, and Child Self-Regulation: Effects of Family Foundations 1 Year after Birth

Enhancing Coparenting, Parenting, and Child Self-Regulation: Effects of Family Foundations 1 Year after Birth

Paternal and Maternal Mind‐mindedness and Preschoolers' Theory of Mind: The Mediating Role of Interactional Attunement

Transient and Robust Knowledge: Contextual Support and the Dynamics of Children’s Reasoning About Density

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