Parental contributors to children’s persistence and school readiness

Children Persist Less When Adults Take Over

“…Children were randomly assigned to one of three conditions: a taking over condition, in which the experimenter stepped in and solved hard puzzles for children, a teaching condition, in which the experimenter helped scaffold children's puzzle solving, as well as a no manipulation baseline condition. The teaching condition was inspired by previous studies on supportive parenting (e.g., Frodi et al, 1985;Kelley et al, 2000;Prendergast & MacPhee, 2018).…”

“…In correlational work with infants and toddlers in Western cultures, parenting that is supportive (e.g., praise, smiling), promotes autonomy (e.g., verbal feedback, helpful scaffolding, responsive to child direction), and uses process praise (e.g., praising effort, not ability) is related to children's current and future task persistence up to one year later (Deater-Deckard et al, 2006;Frodi, Bridges, & Grolnick, 1985;Kelley, Brownell, & Campbell, 2000;Lucca, Horton, & Sommerville, 2019;Prendergast & MacPhee, 2018;Yarrow et al, 1982). This form of supportive parenting is theorized to encourage children's persistence by fostering the development of self-efficacy and a sense of competence.…”

Daily fluctuations in young children’s persistence

“…Parents were not able to accurately predict which variables shaped brushing in their own children, but their guesses were consistent with the overall importance of parent encouragement and child mood. Although a great deal of work has explored persistence in infants and preschoolers using correlational and causal methods (e.g., Banerjee & Tamis-LeMonda, 2007;Leonard et al, 2017Leonard et al, , 2020Lucca et al, 2019;Prendergast & MacPhee, 2018;Zimmerman & Blotner, 1979), this is the first study to specifically study persistence in three-year-olds using intensive repeated measures.…”

“…In studies that have investigated individual differences in persistence across children, a major predictor of persistence is parenting. Parent encouragement and praise are positively correlated with children's persistence on laboratory tasks (Deater-Deckard et al, 2006;Frodi et al, 1985;Kelley et al, 2000;Lucca et al, 2019;Prendergast & MacPhee, 2018). Experimental work has shown a causal impact of adult encouragement on persistence: children persist longer if an adult verbally reinforces on-task behavior (Krantz & Scarth, 1979) and praises their effort over their ability (Cimpian, et al, 2007;Mueller & Dweck, 1998;Van Hecke & Tracy, 1987), but findings on the strength of pep talks are mixed (Leonard et al, 2020).…”

Analysis of Factors Affecting Parental Participation Towards Early Childhood Education Program

“…Related to this, Rolan and Marceau (2018) reports that parental differential treatment have been linked to increase externalizing behaviors in which paternal differential treatment was protective for more youth than maternal differential treatment: older siblings with low self-esteem who experienced paternal differential treatment exhibited decreased externalizing behaviors across adolescence, regardless of age difference. Moreover, Prendergast & MacPhee (2018) have foond some indication that parental scaffolding can promote children's persistence and later school readiness. The involvement and participation from parents will affect the success of ECE, so that the quality of education can be enhanced and in the future the quality of generation will be guarantee (Sutjipto, 2015;3).…”