Early Childhood Research Quarterly ( IF 3.815 ) Pub Date : 2021-08-29 , DOI: 10.1016/j.ecresq.2021.07.007 Sophie Regueiro 1 , Célia Matte-Gagné 2 , Annie Bernier 1
Growing research shows that parent‒child relationships are reliable predictors of child executive functioning (EF), a set of cognitive skills of key importance for learning and school adjustment. However, few EF studies have considered fathers and even fewer have examined paternal mind-mindedness, an aspect of parental behavior that is gaining attention in developmental research. Accordingly, the aim of this longitudinal study (N = 108) was to investigate the role of paternal mind-mindedness in the prediction of individual differences in child EF as manifested at school. Paternal mind-mindedness was assessed during a 10-min father–toddler free play sequence when children were aged 18 months, and child EF problems were reported by teachers in kindergarten. The findings indicated that toddlers who were exposed to more paternal mind-mindedness were later considered by their teachers to present fewer EF problems in everyday school settings. The results held after controlling for other documented predictors of EF, namely mother–toddler attachment security, paternal socioeconomic status, and prenatal risk. This study underscores the relevance of parental mind-mindedness for child cognitive development and adds to growing research on fathers and their importance for child EF. Futures studies should adopt a systemic approach, including both parents and their children, to enhance the understanding of the parental and family antecedents of child EF.
中文翻译:
幼儿园课堂中的家长意识和儿童执行功能
越来越多的研究表明,亲子关系是儿童执行功能 (EF) 的可靠预测指标,这是一套对学习和学校适应至关重要的认知技能。然而,很少有 EF 研究考虑了父亲,甚至更少有研究父亲的思想意识,这是在发展研究中受到关注的父母行为的一个方面。因此,本纵向研究的目的(N = 108) 是为了调查父性思维在预测在学校表现出的儿童 EF 个体差异中的作用。当孩子 18 个月大时,在 10 分钟的父亲-幼儿自由游戏序列中评估了父亲的思想意识,并且幼儿园老师报告了孩子的 EF 问题。研究结果表明,在日常学校环境中,接触更多父爱的幼儿后来被他们的老师认为出现较少的 EF 问题。在控制其他记录的 EF 预测因素后,即母婴依恋安全性、父亲社会经济地位和产前风险后,结果成立。这项研究强调了父母的思想意识与儿童认知发展的相关性,并增加了对父亲及其对儿童 EF 重要性的日益增长的研究。