For better or for worse? Positive and negative parental influences on young children's executive function

Research output: Contribution to journalArticle

Authors

Colleges, School and Institutes

External organisations

  • University of Cambridge

Abstract

Despite rapidly growing research on parental influences on children's executive function (EF), the uniqueness and specificity of parental predictors and links between adult EF and parenting remain unexamined. This 13-month longitudinal study of 117 parent–child dyads (60 boys; Mage at Time 1 = 3.94 years, SD = 0.53) included detailed observational coding of parent–child interactions and assessed adult and child EF and child verbal ability (VA). Supporting a differentiated view of parental influence, negative parent–child interactions and parental scaffolding showed unique and specific associations with child EF, whereas the home learning environment and parental language measures showed global associations with children's EF and VA.

Details

Original languageEnglish
Pages (from-to)593-609
Number of pages17
JournalChild Development
Volume90
Issue number2
Early online date11 Aug 2017
Publication statusPublished - 8 Mar 2019