Executive functions in early childhood: The role of maternal and paternal parenting practices

Lucassen, Nicole; Kok, Rianne; Bakermans‐Kranenburg, Marian J.; IJzendoorn, Marinus H. van; Jaddoe, Vincent W. V.; Hofman, Albert; Verhulst, Frank C.; Berg, Mijke P. Lambregtse–van den; Tiemeier, Henning

doi:10.1111/bjdp.12112

Cited by 115 publications

(94 citation statements)

References 75 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, it is thought that parenting practices are of great importance for the socio-emotional and motivational development. Research (Lucassen et al, 2015) showed that the environment in which the child develops (including the style of parenting) influences the development of the prefrontal cortex and thus affects the development of executive functions. Research also indicates that parents of premature babies are often overprotective and see fewer strengths in the child than parents of children born at term.…”

Section: Health Psychology Reportmentioning

confidence: 99%

Hot and cool executive functions in very and extremely preterm preschool children

Walczak¹,

Chrzan-Dętkoś²

2017

Health Psychology Report

View full text Add to dashboard Cite

Background In most countries, premature deliveries constitute 5% to 18% of births. Some preterm children, especially those born before 32 weeks of pregnancy, experience serious medical complications, which can affect their subsequent development and functioning. Even those who have an IQ within the normal range can be at risk of worse functioning. This study aimed to investigate the differences in development of hot and cool aspects of executive functions in children born prematurely in comparison to those born on time. It is also focused on evaluating relationships between executive functions in premature children and their socio-emotional competences. Participants and procedure All children participating in the study were preschoolers. The sample consisted of 20 children born before 32 weeks of gestation and 28 term controls (children born on time). Hot and cool aspects of executive functions were examined in both groups using tasks extracted from the Preschool Self-Regulation Assessment (PSRA). Parents of children born prematurely also completed the Strengths and Difficulties Questionnaire (SDQ), which is a brief behavioral screening questionnaire that consists of five scales: emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior. Results Premature children scored lower for both hot and cool executive functions in comparison to the children born at term in two of the five tasks. In addition, an association between worse executive functioning and more severe problems was found in the preterm group. This link applies to both general and specific problems, such as hyperactivity/inattention and behavioral problems. Conclusions Prematurely born children may have larger deficits both in hot and cool aspects of executive functions compared to their peers born at term. Deficits in hot aspect may be reflected in hyperactivity/inattention symptoms and conduct problems, whereas difficulties in cool aspect may be more related to the general picture of problems in prematurely born children.

show abstract

Section: Health Psychology Reportmentioning

confidence: 99%

Hot and cool executive functions in very and extremely preterm preschool children

Walczak¹,

Chrzan-Dętkoś²

2017

Health Psychology Report

View full text Add to dashboard Cite

show abstract

“…Therefore, the role of fathers regarding the development of child executive functioning is important to examine. A study by Lucassen et al (2015) shows distinct effects of maternal and paternal parenting on child executive functioning. The authors found that less maternal, but not paternal sensitivity, and harsher parenting by fathers, but not by mothers, was related to lower scores on child executive functioning at 3 years.…”

Section: Introductionmentioning

confidence: 99%

Longitudinal Associations Between Parental Bonding, Parenting Stress, and Executive Functioning in Toddlerhood

et al. 2017

View full text Add to dashboard Cite

Early executive functioning is an important predictor for future development of children’s cognitive skills and behavioral outcomes. Parenting behavior has proven to be a key environmental determinant of child executive functioning. However, the association of parental affect and cognitions directed to the child with child executive functioning has been understudied. Therefore, in the present study we examine the associations between parental bonding (i.e., the affective tie from parent to child), parenting stress, and child executive functioning. At 26 weeks of pregnancy, and at 6 months and 24 months postpartum the quality of the maternal (N = 335) and paternal (N = 261) bond with the infant was assessed. At 24 months, postnatal parenting stress and child executive functioning were measured by means of parent-report questionnaires. Results indicated that for both mothers and fathers feelings of bonding negatively predicted experienced parenting stress over time. In addition, for both parents a negative indirect effect of bonding on child executive functioning problems was found via experienced parenting stress. These findings indicate the importance of monitoring parents who experience a low level and quality of early parent-child bonding, as this makes them vulnerable to parenting stress, consequently putting their children at risk for developing executive functioning problems.

show abstract

“…Their study specifically showed that perceived neglect was negatively correlated with measures of EF. Taking a closer look at parental care and EF in infants, toddlers, and preschool children, it can be assumed that there might be differences between father's and mother's sensitive and supportive parenting which, in turn, is correlated with EF (Towe-Goodman et al, 2014; Lucassen et al, 2015). …”

Section: Introductionmentioning

confidence: 99%

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

Sosic-Vasic¹,

Kröner²,

Schneider

et al. 2017

Front. Psychol.

View full text Add to dashboard Cite

Executive functioning (EF) is associated with various aspects of school achievement and cognitive development in children and adolescents. There has been substantial research investigating associations between EF and other factors in young children, such as support processes and parenting, but less research has been conducted about external factors relating to EF in older children and adolescents. Therefore, the present study investigates one possible factor that could correlate with EF in school-age children and adolescents: parenting behavior. The cross-sectional study design gathered data from 169 children in primary schools, middle-schools, and Gymnasien, and their corresponding parents. All children underwent a standardized task to measure EF, the computer-based Erikson Flanker task, which evaluates EF as a function of error rates and response time. A self-report questionnaire was used to assess parenting behavior. Multilevel analysis was implemented to test the effects of parenting behavior on EF in school-age children. The results show significant associations between various parenting behaviors and children's EF: High scores on parental involvement or parental responsibility are associated with low error rates on the Erikson Flanker task, whereas high parental scores on inconsistent discipline are associated with high error rates. These correlations between parenting behavior and EF remained significant despite controlling for child age, maternal education, family income, and baseline performance (i.e., congruent trials on the Erikson Flanker task). No associations were found between parental behavior and reaction time on the Erikson Flanker task. These results indicate the important association between parenting behaviors and EF skills in school-age children, and foster the necessity to inform parents about ways in which they can optimally support their children's cognitive development.

show abstract

Executive functions in early childhood: The role of maternal and paternal parenting practices

Cited by 115 publications

References 75 publications

Hot and cool executive functions in very and extremely preterm preschool children

Hot and cool executive functions in very and extremely preterm preschool children

Longitudinal Associations Between Parental Bonding, Parenting Stress, and Executive Functioning in Toddlerhood

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

Contact Info

Product

Resources

About