Early maternal and child influences on children's later independent cognitive and social functioning

Susan H. Landry, Karen E. Smith, Paul R. Swank, Cynthia L. Miller-Loncar

Research output: Contribution to journalArticle

213 Citations (Scopus)

Abstract

The present study examined whether parenting and child characteristics of 2-and 3 1/2-year-old children had common paths of influence on their 4 1/2-year independent cognitive and social functioning. Structural equation modeling was guided by hypotheses that assumed children's later independence is facilitated by specialized parental support in early social interactions. To address the importance of variability in early development for understanding children's later independence, we included 104 term and 185 preterm children, as they are known to differ in early skills. As predicted, mothers' maintaining of children's interests indirectly supported 4 1/2-year cognitive and social independence through a direct, positive influence on 2-and 3 1/2-year skills. Directiveness positively supported children's early cognitive and responsiveness skills but by 3 1/2 years, high levels of this behavior had a direct, negative influence on their cognitive and social independence at 4 1/2 years. Whereas high levels of maintaining interests across these ages support later independence, directiveness needs to decrease in relation to children's increasing competencies. Results support a theoretical framework that emphasizes the importance of the social context for understanding the origins of children's later independent functioning.

Original languageEnglish (US)
Pages (from-to)358-375
Number of pages18
JournalChild Development
Volume71
Issue number2
StatePublished - Mar 2000

Fingerprint

Mothers
Parenting
Interpersonal Relations
Child Development
interaction

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

Landry, S. H., Smith, K. E., Swank, P. R., & Miller-Loncar, C. L. (2000). Early maternal and child influences on children's later independent cognitive and social functioning. Child Development, 71(2), 358-375.

Early maternal and child influences on children's later independent cognitive and social functioning. / Landry, Susan H.; Smith, Karen E.; Swank, Paul R.; Miller-Loncar, Cynthia L.

In: Child Development, Vol. 71, No. 2, 03.2000, p. 358-375.

Research output: Contribution to journalArticle

Landry, SH, Smith, KE, Swank, PR & Miller-Loncar, CL 2000, 'Early maternal and child influences on children's later independent cognitive and social functioning', Child Development, vol. 71, no. 2, pp. 358-375.
Landry, Susan H. ; Smith, Karen E. ; Swank, Paul R. ; Miller-Loncar, Cynthia L. / Early maternal and child influences on children's later independent cognitive and social functioning. In: Child Development. 2000 ; Vol. 71, No. 2. pp. 358-375.
@article{b9d107b482a64d79910462b5e03b0cfb,
title = "Early maternal and child influences on children's later independent cognitive and social functioning",
abstract = "The present study examined whether parenting and child characteristics of 2-and 3 1/2-year-old children had common paths of influence on their 4 1/2-year independent cognitive and social functioning. Structural equation modeling was guided by hypotheses that assumed children's later independence is facilitated by specialized parental support in early social interactions. To address the importance of variability in early development for understanding children's later independence, we included 104 term and 185 preterm children, as they are known to differ in early skills. As predicted, mothers' maintaining of children's interests indirectly supported 4 1/2-year cognitive and social independence through a direct, positive influence on 2-and 3 1/2-year skills. Directiveness positively supported children's early cognitive and responsiveness skills but by 3 1/2 years, high levels of this behavior had a direct, negative influence on their cognitive and social independence at 4 1/2 years. Whereas high levels of maintaining interests across these ages support later independence, directiveness needs to decrease in relation to children's increasing competencies. Results support a theoretical framework that emphasizes the importance of the social context for understanding the origins of children's later independent functioning.",
author = "Landry, {Susan H.} and Smith, {Karen E.} and Swank, {Paul R.} and Miller-Loncar, {Cynthia L.}",
year = "2000",
month = "3",
language = "English (US)",
volume = "71",
pages = "358--375",
journal = "Child Development",
issn = "0009-3920",
publisher = "Wiley-Blackwell",
number = "2",

}

TY - JOUR

T1 - Early maternal and child influences on children's later independent cognitive and social functioning

AU - Landry, Susan H.

AU - Smith, Karen E.

AU - Swank, Paul R.

AU - Miller-Loncar, Cynthia L.

PY - 2000/3

Y1 - 2000/3

N2 - The present study examined whether parenting and child characteristics of 2-and 3 1/2-year-old children had common paths of influence on their 4 1/2-year independent cognitive and social functioning. Structural equation modeling was guided by hypotheses that assumed children's later independence is facilitated by specialized parental support in early social interactions. To address the importance of variability in early development for understanding children's later independence, we included 104 term and 185 preterm children, as they are known to differ in early skills. As predicted, mothers' maintaining of children's interests indirectly supported 4 1/2-year cognitive and social independence through a direct, positive influence on 2-and 3 1/2-year skills. Directiveness positively supported children's early cognitive and responsiveness skills but by 3 1/2 years, high levels of this behavior had a direct, negative influence on their cognitive and social independence at 4 1/2 years. Whereas high levels of maintaining interests across these ages support later independence, directiveness needs to decrease in relation to children's increasing competencies. Results support a theoretical framework that emphasizes the importance of the social context for understanding the origins of children's later independent functioning.

AB - The present study examined whether parenting and child characteristics of 2-and 3 1/2-year-old children had common paths of influence on their 4 1/2-year independent cognitive and social functioning. Structural equation modeling was guided by hypotheses that assumed children's later independence is facilitated by specialized parental support in early social interactions. To address the importance of variability in early development for understanding children's later independence, we included 104 term and 185 preterm children, as they are known to differ in early skills. As predicted, mothers' maintaining of children's interests indirectly supported 4 1/2-year cognitive and social independence through a direct, positive influence on 2-and 3 1/2-year skills. Directiveness positively supported children's early cognitive and responsiveness skills but by 3 1/2 years, high levels of this behavior had a direct, negative influence on their cognitive and social independence at 4 1/2 years. Whereas high levels of maintaining interests across these ages support later independence, directiveness needs to decrease in relation to children's increasing competencies. Results support a theoretical framework that emphasizes the importance of the social context for understanding the origins of children's later independent functioning.

UR - http://www.scopus.com/inward/record.url?scp=0034150868&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0034150868&partnerID=8YFLogxK

M3 - Article

VL - 71

SP - 358

EP - 375

JO - Child Development

JF - Child Development

SN - 0009-3920

IS - 2

ER -