Abstract:The present study was designed to explore how maternal guidance (i.e., involvement and monitoring) is associated with parent‐level and contextual factors in unstructured and structured tasks. Participants were mothers who had histories of risk and disadvantage (mean age = 30.47) with their preschool‐aged children (aged 2–6 years; n males = 39, n females = 50). Maternal guidance was divided into two categories: directive (i.e., commands and command repetitions) and nondirective (i.e., queries, verbal prompts, a… Show more
“…Maternal sensitivity has long been considered and demonstrated to be a critical parenting dimension and has been linked to children’s socio-emotional outcomes (Bohr et al, 2018). Similarly, structuring (or scaffolding; Vygotsky, 1978) is also considered a key parenting dimension, has a long history, and is integrated in many parenting studies including those with a teaching, cognitive stimulation, or learning component (e.g., Saltaris et al, 2004; Briscoe et al, 2017). Recently in a sample of fullterm and preterm infants, Gueron-Sela et al (2015) showed that preterm infants had poorer cognitive outcomes at 12 months when their parents used lower levels of co-parental structuring at 6 months.…”
Section: Discussionmentioning
confidence: 99%
“…Child gender was coded as 1 = male , 2 = female . The DIQ measure has proven effective in collecting participant demographics, and has been used in past studies (e.g., Serbin et al, 1998; De Genna et al, 2006; Briscoe et al, 2017).…”
Section: Methodsmentioning
confidence: 99%
“…As a result, sensitivity is a variable that many believe should be measured as well as then linked to measure associations with children’s socio-emotional development. Parental structuring and/or scaffolding, as well as directive and non-directive guidance are also considered to be important parenting practices (Vygotsky, 1978; Blandon and Volling, 2008; Briscoe et al, 2017) linked to children’s socio-emotional outcomes. Similarly, the child’s responsiveness to the mother and the inherent reciprocity in healthy social exchanges and emotional development is another integral factor to consider (e.g., Biringen and Robinson, 1991; Aviezer et al, 1999; Bretherton, 2000; Lovas, 2005).…”
Few studies have examined the longitudinal impact of birth status on the infant–mother relationship and on children’s socio-emotional development. In the present study we investigated developmental patterns of such relationships [using the Emotional Availability (EA) Scales] in fullterm and VLBW/PT infants from infancy to emerging school age. Our objectives were to: (a) model the developmental trajectories of EA dimensions (maternal sensitivity, structuring, non-hostility; child responsiveness, involvement) in a VLBW/PT and fullterm sample, (b) identify potential effects of VLBW/PT status on these trajectories, and (c) determine whether the effects of VLBW/PT status on children’s socio-emotional development (child EA) remained after accounting for the effect of maternal EA. Child–mother dyads (n = 109) were observed in home-based interactions (face-to-face and free play) when children were 6, 12, 18, and 57-months-old in fullterm (37–41 weeks, >2500 g; n = 48) and healthy VLBW/PT (26–32 weeks gestation, birth weight 800–1500 g, corrected for gestational age; n = 61) children. Developmental trajectories of maternal and child EA were assessed using multilevel growth modeling in Mplus. Results indicated that, even after controlling for maternal EA, there was a persistent negative effect of VLBW/PT birth status on child EA trajectories. Both initially and over time, VLBW/PT infants lagged behind their fullterm counterparts on levels of responsiveness and involvement with mothers. There was also a persistent positive effect of maternal EA (sensitivity and structuring) on child EA trajectories. Higher average levels of maternal sensitivity and structuring across time were also associated with higher and persistent levels of child responsiveness and involvement of their mothers. Importantly, results held after modeling both effects together, and after controlling for maternal education and child gender. Our results have implications for VLBW/PT children’s development, the parent–child relationship, and integrating family level factors and relationship dimensions in early prevention and intervention programs.
“…Maternal sensitivity has long been considered and demonstrated to be a critical parenting dimension and has been linked to children’s socio-emotional outcomes (Bohr et al, 2018). Similarly, structuring (or scaffolding; Vygotsky, 1978) is also considered a key parenting dimension, has a long history, and is integrated in many parenting studies including those with a teaching, cognitive stimulation, or learning component (e.g., Saltaris et al, 2004; Briscoe et al, 2017). Recently in a sample of fullterm and preterm infants, Gueron-Sela et al (2015) showed that preterm infants had poorer cognitive outcomes at 12 months when their parents used lower levels of co-parental structuring at 6 months.…”
Section: Discussionmentioning
confidence: 99%
“…Child gender was coded as 1 = male , 2 = female . The DIQ measure has proven effective in collecting participant demographics, and has been used in past studies (e.g., Serbin et al, 1998; De Genna et al, 2006; Briscoe et al, 2017).…”
Section: Methodsmentioning
confidence: 99%
“…As a result, sensitivity is a variable that many believe should be measured as well as then linked to measure associations with children’s socio-emotional development. Parental structuring and/or scaffolding, as well as directive and non-directive guidance are also considered to be important parenting practices (Vygotsky, 1978; Blandon and Volling, 2008; Briscoe et al, 2017) linked to children’s socio-emotional outcomes. Similarly, the child’s responsiveness to the mother and the inherent reciprocity in healthy social exchanges and emotional development is another integral factor to consider (e.g., Biringen and Robinson, 1991; Aviezer et al, 1999; Bretherton, 2000; Lovas, 2005).…”
Few studies have examined the longitudinal impact of birth status on the infant–mother relationship and on children’s socio-emotional development. In the present study we investigated developmental patterns of such relationships [using the Emotional Availability (EA) Scales] in fullterm and VLBW/PT infants from infancy to emerging school age. Our objectives were to: (a) model the developmental trajectories of EA dimensions (maternal sensitivity, structuring, non-hostility; child responsiveness, involvement) in a VLBW/PT and fullterm sample, (b) identify potential effects of VLBW/PT status on these trajectories, and (c) determine whether the effects of VLBW/PT status on children’s socio-emotional development (child EA) remained after accounting for the effect of maternal EA. Child–mother dyads (n = 109) were observed in home-based interactions (face-to-face and free play) when children were 6, 12, 18, and 57-months-old in fullterm (37–41 weeks, >2500 g; n = 48) and healthy VLBW/PT (26–32 weeks gestation, birth weight 800–1500 g, corrected for gestational age; n = 61) children. Developmental trajectories of maternal and child EA were assessed using multilevel growth modeling in Mplus. Results indicated that, even after controlling for maternal EA, there was a persistent negative effect of VLBW/PT birth status on child EA trajectories. Both initially and over time, VLBW/PT infants lagged behind their fullterm counterparts on levels of responsiveness and involvement with mothers. There was also a persistent positive effect of maternal EA (sensitivity and structuring) on child EA trajectories. Higher average levels of maternal sensitivity and structuring across time were also associated with higher and persistent levels of child responsiveness and involvement of their mothers. Importantly, results held after modeling both effects together, and after controlling for maternal education and child gender. Our results have implications for VLBW/PT children’s development, the parent–child relationship, and integrating family level factors and relationship dimensions in early prevention and intervention programs.
“…Indeed, the sequential pairing of directives followed by compliance, but not overall frequencies of directives, relates to greater preschooler behavioral self-regulation (Lunkenheimer, Kemp, & Albrecht, 2013). Still, although the utility of directives is apparent, parents tend to use directives less as children progress through the preschool years (Briscoe, Stack, Serbin, Ledingham, & Schwartzman, 2016). During this time, higher use of directives, as compared to parenting behaviors that offer teaching, questioning, and child-led problem solving, may limit opportunities for regulatory development (Landry et al, 2000).…”
Section: Parenting Behaviors and Children’s Self-regulation Developmentmentioning
Parental scaffolding, or parenting behaviors that support children's independence and competence, can foster children's self-regulation development. Children facing higher cumulative risk may experience less scaffolding and more directives from parents, but it is unclear how cumulative risk affects the dynamics of parent-child interactions in real time. We examined the role of cumulative risk in mothers' momentto-moment use of scaffolding and directives in response to preschoolers' off-and on-task behaviors (N ϭ 117). Mothers answered questionnaires about cumulative risk at child age 2.5 years and completed a challenging puzzle task with their preschoolers at age 3 years. Continuous-time multilevel survival analyses revealed differences by cumulative risk in the likelihood of mothers' parenting responses following children's off-and on-task behavioral transitions over the course of the interaction. Specifically, when children went off-task, higher cumulative risk was associated with a lower likelihood of maternal scaffolding, but a comparable likelihood of directives, compared to lower risk mothers. When children got on-task, mothers with higher cumulative risk were less likely to respond with scaffolding and more likely to respond with directives than lower risk mothers. These results suggest that parents at higher risk respond with less scaffolding regardless of child behavior and respond with more directive commands when they may be unnecessary. Findings provide novel, real-time descriptive information about how and when parents experiencing cumulative risk use scaffolding and directive strategies, thus informing microlevel targets for intervention. Implications for the development of self-regulation in children at risk are discussed.
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