Early father–child and mother–child attachment relationships: contributions to preschoolers’ social competence

Fernandes, Carla; Monteiro, Lí­gia; Santos, António J.; Fernandes, Marília; Antunes, Marta; Vaughn, Brian E.; Veríssimo, Manuela

doi:10.1080/14616734.2019.1692045

Cited by 20 publications

(12 citation statements)

References 67 publications

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“…However, most social models are only theoretically driven and seldom empirically tested in a comprehensive manner. While some empirical studies establish associations between SC and a limited number of specific factors, such as socio‐cognitive (e.g., Devine, White, Ensor, & Hughes, 2016) or parental variables (e.g., Fernandes et al., 2019), the relative contribution of these constructs (environmental, cognitive, biological) to SC remains unclear.…”

Section: Introductionmentioning

confidence: 99%

Social competence in early childhood: An empirical validation of the SOCIAL model

Tuerk

Anderson

Bernier

et al. 2020

Journal of Neuropsychology

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Social skills are the basis of human interactions and functioning in society. Social competence (SC) is thought to evolve gradually during childhood and adolescence via the interplay of multiple factors. In particular, the early years of life are marked by the emergence of basic social abilities and constitute the foundation for successful social development. The biopsychosocial SOcio‐Cognitive Integration of Abilities modeL (SOCIAL) posits that internal (child‐based), external (environment), and cognitive factors are critical to SC in the context of normal brain maturation; but this has yet to be shown empirically and comprehensively. This study tested the SOCIAL model in a sample of typically developing preschool children. Parents of 103 children (M = 67.59 months, SD = 11.65) completed questionnaires and children underwent neuropsychological assessment of executive functioning (EF), communication skills and social cognition. Three‐step hierarchical regression analyses (1) Internal factors, 2) External factors, 3) Cognitive factors) confirmed that each step of the regression model significantly predicted SC. In the final model, general cognitive and socio‐cognitive factors significantly predicted SC above and beyond internal and external factors: children with lower temperamental negative affect and less parent‐reported executive dysfunction, as well as better non‐verbal communication and theory of mind had better SC. Our findings support the conceptual SOCIAL model, and highlight the importance of internal, external, and cognitive factors for SC in the preschool years. Identification of factors associated with early social development can inform both normative and clinical approaches to identifying intervention loci and optimizing SC in those at risk for maladaptive social functioning.

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Section: Introductionmentioning

confidence: 99%

Social competence in early childhood: An empirical validation of the SOCIAL model

Tuerk

Anderson

Bernier

et al. 2020

Journal of Neuropsychology

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“…One of the most important influences a father can have on his child is indirectly influencing their children in large part through the quality of their relationship with the mother of their children. A father who has a good relationship with the mother of their children is more likely to be involved and spend time with their children and to have children who are spiritually, psychologically and emotionally healthier (Fernandes et al 2020;Wiles, Cooper, and McWey 2019).…”

Section: Results and Discussion Fatherly Roles In Children's Upbringingmentioning

confidence: 99%

The Biblical Perspective on the Roles of Fathers in Children’s Upbringing

Adeoye

2022

religio edu

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The study is a conceptual investigation of the biblical ideas that address and support the fatherly role in children’s upbringing both spiritual development and at-home training. The information was acquired using a biblical lexicon, commentaries, the internet, journals and other sources that discuss at-home instruction on children's spiritual development. The primary claim of responsibility for children’s upbringing belongs to the parents. The father’s involvement has huge implications on their children in terms of cognitive, social and emotional developmental abilities and a decrease in negative behavioural outcomes. The study exposed the fathers to the reputation of raising their children in the way of the Lord. It was deduced that God holds parents responsible for the teaching and upbringing of their children. The father-child relationship quality plays an active role in organizing family life and also strengthens the relationship with the children’s upbringing. It was recommended that Christian fathers should be educated about their role and responsibilities in children’s upbringing, live an exemplary life for their children and disengage from using abusive words or curses on their children.

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“…This study is part of an ongoing research project (for previous related work see Veríssimo et al, 2011 ; Fernandes et al, 2020 ), approved by the Ethics committee of the ISPA—University Institute. Informed consents were obtained from all the participating families when they were recruited to the study.…”

Section: Methodsmentioning

confidence: 99%

“…Qualitatively different styles of interaction that lead to the formation and maintenance of each attachment relationship may translate into a specific impact on children's developmental trajectories (Tamis-LeMonda, 2004 ; Booth-Laforce et al, 2006 ; Veríssimo et al, 2011 ). At this level, evidence suggest the possibility of attachment to each parent support distinct spheres of influence on children's development (e.g., Veríssimo et al, 2011 ), but also that there may be interactive influences of the two relationships for other outcome domains (e.g., Dagan and Sagi-Schwartz, 2018 ; Fernandes et al, 2020 ). From an integrative perspective, stronger predictions of children's developmental outcomes could be obtained from joint effects of mother–child and father–child attachment relationships, than when considering their influences separately (e.g., van Ijzendoorn, 2005 ; Dagan and Sagi-Schwartz, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Early Attachment to Mothers and Fathers: Contributions to Preschoolers' Emotional Regulation

Fernandes

Santos

et al. 2021

Front. Psychol.

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Children acquire and develop emotional regulatory skills in the context of parent-child attachment relationships, nonetheless empirical studies have focused mainly on mother and less information is available regarding the role of both parent-child attachment relationships. Furthermore, despite its importance, there is no information regarding preschool years. This study aims to fill this gap by exploring the potential influences of both mother-child and father-child attachments on preschooler's later emotion regulation observed in the peer group. Fifty-three Portuguese nuclear families (mother, father and focal child) participated in the study; 47% of the children were boys and 53% were girls. Attachment Security was assessed at home using the Attachment Behavior Q-set when children were 3 years of age, and emotion regulation was observed in the preschool classrooms attended by the children at age 5, using the California child Q-sort to derive an Emotion Regulation Q-Scale. Results showed that the combined influence of both parent-child attachment security predicted better emotion regulation results, than did the specific contributions of each parent per se. Findings are consistent with integrative approaches that highlight the value of including both mother- and father-child attachment relationships, as well as their combined effect, when studying emotion regulation.

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Early father–child and mother–child attachment relationships: contributions to preschoolers’ social competence

Cited by 20 publications

References 67 publications

Social competence in early childhood: An empirical validation of the SOCIAL model

Social competence in early childhood: An empirical validation of the SOCIAL model

The Biblical Perspective on the Roles of Fathers in Children’s Upbringing

Early Attachment to Mothers and Fathers: Contributions to Preschoolers' Emotional Regulation

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