The Importance of Parenting During Early Childhood for School-Age Development

Susan H. Landry, Karen E. Smith, Paul R. Swank

Research output: Contribution to journalArticle

89 Citations (Scopus)

Abstract

This study reports on the relation of 4 patterns of responsive parenting across early childhood (birth-4 1/2 years) with children's rate of cognitive and social development through 8 years of age for a cohort of children born preterm and of very low birthweight and term. Consistent responsiveness across early childhood predicted faster rates of cognitive and social growth than did inconsistent or minimal responsiveness, particularly for preterm children. As parenting at 6 and 8 years did not alter this relation, results suggest that parenting across early childhood plays a unique role in children's development. We also examined whether mothers could be facilitated to use a set of responsive behaviors across infancy that increased children's learning. Compared to control mothers, mothers randomly assigned to receive the intervention displayed greater changes in behaviors that established a social learning context supporting infants' object exploration and vocalization of interests. This, in turn, resulted in greater changes in infants' cognitive and social skills. As in the 1st study, preterm infants appeared to benefit to a greater extent from this more responsive social learning context.

Original languageEnglish (US)
Pages (from-to)559-591
Number of pages33
JournalDevelopmental Neuropsychology
Volume24
Issue number2-3
StatePublished - 2003

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Parenting
Mothers
Child Development
Premature Infants
Learning
Parturition
Growth
Social Learning

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental Neuroscience
  • Developmental and Educational Psychology
  • Experimental and Cognitive Psychology

Cite this

Landry, S. H., Smith, K. E., & Swank, P. R. (2003). The Importance of Parenting During Early Childhood for School-Age Development. Developmental Neuropsychology, 24(2-3), 559-591.

The Importance of Parenting During Early Childhood for School-Age Development. / Landry, Susan H.; Smith, Karen E.; Swank, Paul R.

In: Developmental Neuropsychology, Vol. 24, No. 2-3, 2003, p. 559-591.

Research output: Contribution to journalArticle

Landry, SH, Smith, KE & Swank, PR 2003, 'The Importance of Parenting During Early Childhood for School-Age Development', Developmental Neuropsychology, vol. 24, no. 2-3, pp. 559-591.
Landry, Susan H. ; Smith, Karen E. ; Swank, Paul R. / The Importance of Parenting During Early Childhood for School-Age Development. In: Developmental Neuropsychology. 2003 ; Vol. 24, No. 2-3. pp. 559-591.
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