A Longitudinal Perspective on Frequency of Parent-Child Activities and Social-Emotional Development

Autor/inn/en	Wong, Tracy K. Y.; Konishi, Chiaki; Kong, Xiaoxue
Titel	A Longitudinal Perspective on Frequency of Parent-Child Activities and Social-Emotional Development
Quelle	In: Early Child Development and Care, 192 (2022) 3, S.458-469 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Tracy K. Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1765773
Schlagwörter	Parent Child Relationship; Social Development; Emotional Development; Gender Differences; Story Reading; Story Telling; Music Activities; Predictor Variables; Preschool Children; Anxiety; Hyperactivity; Incidence; Prosocial Behavior; Socioeconomic Status; Emotional Problems; Aggression; Family Income + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Soziale Entwicklung; Gefühlsbildung; Geschlechterkonflikt; Musikalische Aktion; Prädiktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Angst; Hyperaktivität; Vorkommen; Socio-economic status; Sozioökonomischer Status; Familieneinkommen
Abstract	Surprisingly little research has considered whether parent-child activities facilitate social-emotional development and whether these associations differ for boys and girls. To address this gap, this study leveraged the National Longitudinal Survey of Children and Youth (2006-2008) to examine the extent to which story reading, storytelling and music activities longitudinally predicted social-emotional development. Parents reported the frequency of parent-child activities when children (N = 2567) were aged 3-6 and their social-emotional functioning two years later. Multi-group analyses indicated significant sex differences after controlling for family income. Story reading was negatively associated with hyperactivity and emotional/anxiety problems whereas storytelling was negatively associated with physical and indirect aggression among boys, but not girls. Storytelling and music activities were associated with lower hyperactivity among girls. More frequent parent-child activities predicted more prosocial behaviours among both boys and girls. This study highlights that each parent-child activity has its own distinctive implications on social-emotional functioning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11