Parental Beliefs as a Factor in the Cognitive and Socio-Emotional Development of the Child DOI Creative Commons
Natalia A. Rudnova, Dmitry S. Kornienko, Margarita Gavrilova

и другие.

Moscow University Psychology Bulletin, Год журнала: 2024, Номер 47(2), С. 134 - 152

Опубликована: Янв. 1, 2024

Background. Modern psychology of parenting offers various phenomena for study, including parental relations, attitudes, and practices. The study attitudes enables us to describe the cognitive aspect family environment in which child develops. Previous studies have found a significant association between socio-emotional development children. However, their results are ambiguous require further clarification. Objectives. aim this is analyze connection regarding necessity structuring or supporting child's spontaneous activity, indicators development. In addition, examines presence confrontation parents characteristics upbringing fostering. Study Participants. main sample consisted 338 people, specifically preschool children, aged from 23 65 years (M = 36.63, SD 5.004), children 53 81 months 70.36, 4.198). Methods. We developed three groups statements identify attitudes: 1) about organization life; 2) role play activities; 3) confrontational within family. Indicators children's were identified using J. Raven's Colored Progressive Matrices subtests NEPSY-II method. Social-emotional features with "Test Understanding Emotions". Results. Most consider structured be more important well-being child. research has shown that towards positive impact strong predictor nonverbal intelligence. Similarly, importance activity predictors auditory-verbal memory ability switch tasks efficiently. Parental did not show any associations Conclusions. belief need structure may effects on it does affect social-emotional On other hand, likely associated lower levels executive functioning

Язык: Английский

Birth order or screen time: what strongly predicts executive function skills development in preschool children? DOI Creative Commons
Elena Chichinina, Оlga V. Almazova, Nikolay Veraksa

и другие.

Frontiers in Education, Год журнала: 2025, Номер 10

Опубликована: Март 26, 2025

The majority of screen time recommendations differ among parents toddlers, preschoolers, and schoolchildren. In families with more than one child, it becomes difficult for to apply these each child individually because the age difference between siblings. Currently, how is affected by birth order has been poorly studied. Therefore, this study aims investigate as predictors executive function skills development. Executive were assessed in children at two different stages: when they 5–6 years old again 1 year later. sample consisted 271 (51% boys) from two-child families. Half participants first-born children, while other half second-born children. siblings was not 5 years. Of all skills, only development verbal working memory over a predicted order. Specifically, 5–6-year-old less that Active passive addition, found preschool exposed active Based on results obtained, aged years, being may be beneficial first-born. should especially careful adhering recommendations.

Язык: Английский

Процитировано

0
Parental Beliefs as a Factor in the Cognitive and Socio-Emotional Development of the Child DOI Creative Commons
Natalia A. Rudnova, Dmitry S. Kornienko, Margarita Gavrilova

и другие.

Moscow University Psychology Bulletin, Год журнала: 2024, Номер 47(2), С. 134 - 152

Опубликована: Янв. 1, 2024

Background. Modern psychology of parenting offers various phenomena for study, including parental relations, attitudes, and practices. The study attitudes enables us to describe the cognitive aspect family environment in which child develops. Previous studies have found a significant association between socio-emotional development children. However, their results are ambiguous require further clarification. Objectives. aim this is analyze connection regarding necessity structuring or supporting child's spontaneous activity, indicators development. In addition, examines presence confrontation parents characteristics upbringing fostering. Study Participants. main sample consisted 338 people, specifically preschool children, aged from 23 65 years (M = 36.63, SD 5.004), children 53 81 months 70.36, 4.198). Methods. We developed three groups statements identify attitudes: 1) about organization life; 2) role play activities; 3) confrontational within family. Indicators children's were identified using J. Raven's Colored Progressive Matrices subtests NEPSY-II method. Social-emotional features with "Test Understanding Emotions". Results. Most consider structured be more important well-being child. research has shown that towards positive impact strong predictor nonverbal intelligence. Similarly, importance activity predictors auditory-verbal memory ability switch tasks efficiently. Parental did not show any associations Conclusions. belief need structure may effects on it does affect social-emotional On other hand, likely associated lower levels executive functioning

Язык: Английский

Процитировано

2