Parental Influence on Cognitive Development in Early Childhood: A Review

Freeberg, Norman E.; Payne, Donald T.

doi:10.2307/1127129

Cited by 58 publications

(12 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, some evidence indicates that how a parent perceives his or her child’s competencies (e.g., academic, social skills) influences how the child perceives his or her own competencies. (20) Because of this, parents’ perception of the environment may influence their child’s perception, possibly through behavior (e.g. spending little time outdoors) or through verbal messages (e.g.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of the Neighborhood Environment and Children’s Afterschool Moderate-to-Vigorous Physical Activity

McDonald

Dowda

Colabianchi

et al. 2015

Pediatric Exercise Science

View full text Add to dashboard Cite

Previous research suggests the neighborhood environment may be an important influence on children’s physical activity (PA) behaviors; however, findings are inconsistent. The purpose of this study was to further understand the relationship between perceptions of the neighborhood environment and children’s afterschool moderate-to-vigorous PA (MVPA). Utilizing a structural equation modeling technique, we tested a conceptual model linking parent and child perceptions of the neighborhood environment, parent support for PA, and child outdoor PA with children’s afterschool MVPA. We found that child perception of the neighborhood environment and outdoor PA were positively associated with afterschool MVPA. In addition, parent support for PA positively influenced children’s outdoor PA. The neighborhood environment and outdoor activity appear to play an influential role on children’s afterschool PA behaviors.

show abstract

Section: Discussionmentioning

confidence: 99%

Perceptions of the Neighborhood Environment and Children’s Afterschool Moderate-to-Vigorous Physical Activity

McDonald

Dowda

Colabianchi

et al. 2015

Pediatric Exercise Science

View full text Add to dashboard Cite

show abstract

“…Engagement of the skills used to measure actual motor competence (ie, fine motor skills, object control, and stability) is required in order to improve ability at these skills, as they must be learned through practice as they are not developed naturally . Future research should investigate which other factors, for example parental influences, environment, culture and individual differences (body composition, motivation, and personality/emotional make‐up), may explain why a child chooses to engage or not in a novel skill or physical activity.…”

Section: Discussionmentioning

confidence: 99%

How actual motor competence and perceived motor competence influence motor‐skill engagement of a novel cycling task

Kavanagh

Issartel

Moran

2019

Scandinavian Med Sci Sports

View full text Add to dashboard Cite

In early childhood, factors that contribute to motor‐skill engagement (MSE) are unknown. Our aim was to explore the relationships between actual and perceived motor competence and their influences on MSE on a balance bike (bike with no pedals). A secondary aim was to investigate whether MSE had an effect on ability on a balance bike. This study comprised of 45 children (29% female) aged 4.5 ± 0.5 years. MSE was assessed using distance travelled on a balance bike over an 8‐week period. Actual motor competence was assessed using the Movement Assessment Battery for Children, second edition. Perceived motor competence was assessed using the Pictorial Scale of Perceived Movement Skill Competence. Ability on a balance bike was measured using timed trials on a specifically designed track. Pearson product‐moment correlations were used to assess relationships between actual and perceived motor competence and ability on a balance bike. Linear regressions were used to examine whether actual or perceived motor competence or ability on a balance bike predicted MSE. Repeated measures ANOVA was used to examine whether there was a difference in ability on a balance bike between three MSE groups over 8 weeks. No relationships were found, and none of the variables predicted MSE. There was a significant difference between the MSE groups on ability on a balance bike over time (P = 0.019). Investigating the contributors to MSE on a novel cycling task during early childhood provides knowledge to ensure children are given the best opportunities for practice and acquisition of skills.

show abstract

“…Mothers' opinions related to this topic are very important, because there is evidence that a mother's pattern of interaction and communication with a child plays a pivotal role in the child's cognitive performance. Even early studies indicate that the mother's cognitive style is associated with the child's cognitive style (Freeberg & Payne, 1967;Hess & Shipman, 1965). The aim of this study was to investigate the factors related to mother and child that affect the intuitional mathematics abilities of 6-year-old children.…”

Section: Introductionmentioning

confidence: 99%

The Factors Related to Preschool Children and Their Mothers on Children’s Intuitional Mathematics Abilities

Güven

2008

Int J of Sci and Math Educ

View full text Add to dashboard Cite

The aim of this study is to assess the factors that are related to preschool children and their mothers on children's' intuitional mathematics abilities. Results of the study showed that there were significant differences in children's intuitional mathematics abilities when children are given the opportunity to think intuitionally and to make estimations, and when their mothers believe in the importance of providing such opportunities in the home setting. Children who tended to think fast and to examine details of objects had significantly higher scores. Also, the working mothers aimed to give opportunities to their children more often than non-working mothers. The mothers whose children received preschool education tended to give more opportunities to their children to think intuitionally and to make estimations. When incorrect intuitional answers or estimations were made by children, lowereducated mothers tended to scold their children much more than higher educated mothers. Mothers having at least a university degree explained more often to the children why they were in error than did the less-educated mothers.

show abstract

Parental Influence on Cognitive Development in Early Childhood: A Review

Cited by 58 publications

References 0 publications

Perceptions of the Neighborhood Environment and Children’s Afterschool Moderate-to-Vigorous Physical Activity

Perceptions of the Neighborhood Environment and Children’s Afterschool Moderate-to-Vigorous Physical Activity

How actual motor competence and perceived motor competence influence motor‐skill engagement of a novel cycling task

The Factors Related to Preschool Children and Their Mothers on Children’s Intuitional Mathematics Abilities

Contact Info

Product

Resources

About