Parent-Child Relationships and Child Executive Functioning at School Entry: The Importance of Fathers

Autor/inn/en	Hertz, Sarah; Bernier, Annie; Cimon-Paquet, Catherine; Regueiro, Sophie
Titel	Parent-Child Relationships and Child Executive Functioning at School Entry: The Importance of Fathers
Quelle	In: Early Child Development and Care, 189 (2019) 5, S.718-732 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bernier, Annie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1342078
Schlagwörter	Parent Child Relationship; Executive Function; Fathers; Mothers; Prediction; Middle Class; School Readiness; Kindergarten; Preschool Teachers; Teacher Attitudes; Behavior Problems; Sons; Daughters; Correlation; Cognitive Development; Foreign Countries; Measures (Individuals); Canada + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Vorhersage; Mittelschicht; Readiness for school; School ability; Schulreife; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Son; Sohn; Daughter; Tochter; Korrelation; Kognitive Entwicklung; Ausland; Messdaten; Kanada
Abstract	This study aimed to examine the unique and interactive contributions of the quality of mothers' and fathers' relationships with their toddlers to the prediction of children's subsequent executive functioning (EF). The sample included 46 low-risk middle-class families. The quality of mother-child and father-child interactions was assessed independently during separate interactive sequences at 18 months. Child EF problems were reported by teachers in kindergarten. The results indicated that only father-child interactions made a unique contribution to the prediction of children's EF, and no interaction effect was observed. Kindergarteners who benefited from higher quality interactions with their fathers in toddlerhood were considered by their teachers to present fewer EF problems in everyday school situations. These results appeared to be somewhat more pronounced in father-son than father-daughter dyads. Overall, the results suggest that fathering and father-child relationships may deserve more empirical attention than they have received thus far in the EF literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01