Parent–child interaction, task-oriented regulation, and cognitive development in toddlers facing developmental risks

Jeon, Hyun‐Joo; Peterson, Carla A.; DeCoster, Jamie

doi:10.1016/j.appdev.2013.08.002

Cited by 19 publications

(27 citation statements)

References 63 publications

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“…They also need the support from caregivers that allows them to tolerate failure and persist until they master their goals (Jeon, Peterson, & DeCoster, 2013). These processes lay the foundation for mastery motivation and academic achievement in the school years (Martens & Witt, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…This offers novel evidence suggesting that parents’ and children’s joint focus and persistence on a challenging, goal-oriented task contributes to the child’s ability to persist in the context of social relations in preschool. Prior research has addressed socialization of persistence and related regulatory skills in multiple ways, including parental support and control styles (Kelley et al, 2000; Jeon et al, 2013; Robinson, Burns, & Davis, 2009; Walker & MacPhee, 2011), parental expectations of success (Lobel & Bempechat, 1992), and parental performance feedback (Kelley et al, 2000). However, little research has addressed how persistence might be modeled or practiced within the context of dynamic parent-child interactions.…”

Section: Discussionmentioning

confidence: 99%

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It’s OK to Fail: Individual and Dyadic Regulatory Antecedents of Mastery Motivation in Preschool

Lunkenheimer

Jun

2017

J Child Fam Stud

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Mastery motivation is closely related to children’s regulatory processes and is socialized by parents. However, we know little about how individual child and dyadic parent-child regulatory processes work together to foster the early development of mastery motivation in preschool. The present study examined dyadic persistence in parent-child interactions, children’s effortful control, and children’s successful versus failed attempts in a challenging object mastery task at age 3.5 years and their prediction of teacher ratings of object-oriented and social mastery motivation in preschool at a 4-month follow-up (N = 100). Path analytic models revealed that greater dyadic persistence during parent-child interactions predicted children’s higher levels of social mastery. A greater rate of both successful and failed attempts at a challenging task predicted children’s higher levels of object mastery. However, failed attempts were positively related to concurrent individual and dyadic regulatory measures, whereas successful attempts were not. Findings suggest that parent-child coregulation makes a significant contribution to mastery motivation development and that there may be distinct antecedents for object-oriented versus social forms of mastery motivation. Findings also suggest that a child’s early ability to persist in the face of failure may be an important predictor of mastery motivation in preschool.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

It’s OK to Fail: Individual and Dyadic Regulatory Antecedents of Mastery Motivation in Preschool

Lunkenheimer

Jun

2017

J Child Fam Stud

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“…From the maternal parenting literature, we have learned that parents who are sensitive and responsive and calm while children are dysregulated facilitate children's early success in socioemotional development (Cabrera, Shannon, & Tamis-LeMonda, 2007;Denham, 1998;Eisenberg et al, 2001). Consistent with the mothering literature, low-income fathers' supportive and responsive interactions with their young children have been associated with toddler cognitive and language abilities (Jeon, Peterson, & DeCoster , 2013;Tamis-LeMonda, Shannon, Cabrera, & Lamb, 2004), as well as their emotion regulation (Cabrera et al, 2007), beyond the influence of maternal engagement. Thus, it may be that the quality of fathering, particularly for socioeconomically disadvantaged families, reflects an important pathway to promoting resilient child outcomes (Cabrera et al, 2007;Tamis-LeMonda et al, 2004).…”

Section: Fathering and Emotion Regulationmentioning

confidence: 95%

Fathering across contexts: The moderating role of respiratory sinus arrhythmia in predicting toddler emotion regulation

Richardson

Bocknek

McGoron

et al. 2019

Developmental Psychobiology

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Caregivers play an integral role in promoting children's emotion regulation, while children's individual physiology affects how they respond to the caregiving environment. Relatively little is known about how fathering influences toddler emotion regulation, particularly within African American and low‐income communities, where risk related to the development of emotion regulation is higher. This study investigated relations among fathering, toddler parasympathetic regulation, and toddler emotion regulation in a sample of 92 families. Fathering was assessed during two interactions: engagement following a stressor during a triadic task and a dyadic play task. Respiratory sinus arrhythmia (resting and reactivity) was obtained as an index of toddler parasympathetic arousal. Findings demonstrated an association between fathers’ engagement poststressor and toddler emotion regulation. Toddler RSA moderated this association: toddlers with elevated levels of resting RSA benefitted from parenting engagement following a stressor. Fathering during play did not relate to toddler emotion regulation. The importance of fathering and physiologic contexts in early regulatory development is discussed.

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“…For instance, supportive paternal behaviors at 2 years were associated with children's intellectual functioning scores at 2 and 3 years of age (Cabrera, Shannon, & Tamis‐LeMonda, ). Another study has shown an association between paternal supportiveness at 14 months and increased cognitive ability at 24 and 36 months in low‐income children facing developmental risks (Jeon, Peterson, & DeCoster, ). Overall, studies have demonstrated that supportive, sensitive, and stimulating paternal behaviors during toddlerhood are positively associated with children's cognitive outcomes after controlling for various demographic and socioeconomic factors (Cabrera, Fitzgerald, Bradley, & Roggman, ; Cabrera, Shannon, & Tamis‐LeMonda, ; Shannon, Tamis‐LeMonda, London, & Cabrera, ; Tamis‐LeMonda, Shannon, Cabrera, & Lamb, ).…”

mentioning

confidence: 99%

Father-Child Interactions at 3 Months and 24 Months: Contributions to Children's Cognitive Development at 24 Months

Sethna

Perry

Domoney

et al. 2017

Infant Ment. Health J.

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The quality of father–child interactions has become a focus of increasing research in the field of child development. We examined the potential contribution of father–child interactions at both 3 months and 24 months to children's cognitive development at 24 months. Observational measures of father–child interactions at 3 and 24 months were used to assess the quality of fathers’ parenting (n = 192). At 24 months, the Mental Developmental Index (MDI) of the Bayley Scales of Infant Development, Second Edition (N. Bayley, 1993) measured cognitive functioning. The association between interactions and cognitive development was examined using multiple linear regression analyses, adjusting for paternal age, education and depression, infant age, and maternal sensitivity. Children whose fathers displayed more withdrawn and depressive behaviors in father–infant interactions at 3 months scored lower on the MDI at 24 months. At 24 months, children whose fathers were more engaged and sensitive as well as those whose fathers were less controlling in their interactions scored higher on the MDI. These findings were independent of the effects of maternal sensitivity. Results indicate that father–child interactions, even from a very young age (i.e., 3 months) may influence children's cognitive development. They highlight the potential significance of interventions to promote positive parenting by fathers and policies that encourage fathers to spend more time with their young children.

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Parent–child interaction, task-oriented regulation, and cognitive development in toddlers facing developmental risks

Cited by 19 publications

References 63 publications

It’s OK to Fail: Individual and Dyadic Regulatory Antecedents of Mastery Motivation in Preschool

It’s OK to Fail: Individual and Dyadic Regulatory Antecedents of Mastery Motivation in Preschool

Fathering across contexts: The moderating role of respiratory sinus arrhythmia in predicting toddler emotion regulation

Father-Child Interactions at 3 Months and 24 Months: Contributions to Children's Cognitive Development at 24 Months

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