Supporting Children's Early Development by Building Caregivers' Capacities and Skills: A Theoretical Approach Informed by New Neuroscience Research

Abstract

The potential of parent training and professional development programs for improving early childhood experiences and later outcomes is well established. Yet traditional models of training and support, which largely consist of providing information to parents and teachers, have not met the needs of caregivers who experience the greatest levels of adversity. In this article, we describe the challenges faced by low‐income parents and nonparental caregivers, review traditional theoretical models used in parenting and professional development programs, and discuss a new approach focusing on building caregivers' self‐regulation and executive function skills. We review innovative program efforts focused on family goal setting, caregiver stress reduction, and reducing barriers that impede caregivers' core capabilities. Although there is still much to learn about these approaches, we conclude that addressing self‐regulation and executive function in caregivers is worthy of more theoretical and empirical study.

Latent Profiles of Teacher-Reported Self-Regulation and Assessed Executive Function in Low-Income Community Preschools: Relations With Motor, Social, and School Readiness Outcomes

“…Further, the performance of this sample of children in low socioeconomic areas compared to available norms reinforces existing and long-standing policy approaches that target low socioeconomic areas as priorities for early childhood support to reduce longer term risks ( Solano and Weyer, 2017 ; National Head Start Association, 2021 ). A wide range of strategies including curriculum approaches ( Diamond et al, 2019 ), early intervention programs ( McClelland et al, 2019 ), and parenting programs ( Magnuson and Schindler, 2019 ) can be used effectively to boost SR in young children and in doing so may provide a buffer against the negative effects of socioeconomic disadvantage ( Crespo et al, 2019 ). More widespread uptake of evidence-based and ecologically appropriate approaches to building SR and EF skills is required, from as early as infancy, particularly in low socioeconomic communities.…”

Theater Arts as a Beneficial and Educational Venue in Identifying and Providing Therapeutic Coping Skills for Early Childhood Adversities: A Systematic Review of the Literature

“…early childhood educator According to Magnuson and Schindler (2019) toxic stress A "term coined to describe exposure to stressors-in the absence of a nurturing caregiver-that can lead to a prolonged activation of the body's stress-response system" (Perry & Conners, 2016, p. 25).…”

“…"This study suggests that the inclusion of high-quality educational drama and theatre curricula in early childhood education can provide young children with an entertaining and engaging preschool experience while providing academic support commensurate with those of more traditional early childhood programs" (p. 235). Magnuson & Schindler (2019) Strengths: We are provided an explanation on how caregivers dealing with their own adversities can additionally affect children with adversities (p. 63).…”

Evaluation of a Violence-Prevention Programme with Jamaican Primary School Teachers: A Cluster Randomised Trial

“…A qualitative review of parenting interventions aimed at reducing child abuse found that teaching parental self-management strategies was an important component of effective programmes [42]. Explicit attention to promoting teachers’ self-regulatory capacities may help to further reduce teachers’ use of violence against children [43]. It is also important to include content on how to manage misbehaviour, including the more severe child behavioural difficulties, as teachers need alternatives to corporal punishment.…”