Engagement and Guidance

Abstract

Problems with inattention, physical aggression, and poor cognitive skills when children enter school can have long-term negative effects on their development. In this study, we address the issues of whether and how parental engagement and guidance are related to children's behavioral and cognitive problems throughout elementary school. The analyses are based on data from nearly 10,000 children aged 6 to 11 years followed longitudinally in the National Longitudinal Survey of Children and Youth. Results were obtained through the multilevel modeling of children's growth trajectories. We purposefully limited our analyses to the parenting practices of the biological mothers of children from intact families. Our analyses indicate positive relationships between engagement and guidance with children's cognitive and behavioral development at age 6 as well as over time. These relationships are evident even after controlling for family socioeconomic characteristics; however, they differ with children's gender and the outcome considered.

Exploring the Relationship between Maternal Health Literacy, Parenting Self-Efficacy, and Early Parenting Practices among Low-Income Mothers with Infants

“…29,30 There is agreement in the literature that parenting practices have an important effect on children’s outcomes, but there is no agreement regarding the conceptualization of the definition and the appropriate measurement tool. 29,31 To our knowledge, no scale has been used for early parenting practices; thus, the developed index was used to measure early parenting practices among mothers with infants.…”

Building on Strengths: Collaborative Intergenerational Health Research with Urban First Nations and Métis Women and Girls

“…Children and adults were able to grow together and gain new skills, both tangible skills and knowledge as well as tacit skills learned from engagement with one another, such as different ways to engage in a positive way within family units. The more involvement female caregivers have with their daughters, the better girls are able to focus, and the lower the rates of aggression (Tramonte, Gauthier & Willms, 2013). Girls will mirror what they see (Benn, 2013).…”

Effects of contrasting approaches to the response-contingent learning of young children with significant developmental delays on parents’ social-affective behavior

“…Asset-based intervention practices in general, and the one described in this paper specifically, are conceptualized as particular types of parenting intervention practice that are intended not only to influence child learning but also to affect changes in parental wellbeing that is a consequence of efficacious parenting (Duncan et al 2009;Gewirtz et al 2009;Tramonte et al 2015). Positive parenting practices are especially indicated in families of children with disabilities and developmental delays that place primary emphasis on parent-provided child learning opportunities (Bryant et al 2011;Dyches et al 2012).…”