Positive parenting and its relation to socioemotional development in children
DOI:
https://doi.org/10.17979/reipe.2022.9.0.8908Keywords:
child, socioemotional development, positive parenting, co-parentingAbstract
The family is considered important in promoting adequate physical, cognitive, and socioemotional development. This study aimed to analyze the associations between the dimensions of positive parenting, co-parenting and socioemotional development of children aged 12 to 36 months. For data collection, we used a sociodemographic data questionnaire, the Positive Parenting Scale, the Coparenting Scale, and the Socioemotional Development Scale, filled out by parents on paper. Participants included 347 children (50.3% girls), aged between 10 and 35 months. The mothers of these children were, on average, 34.76 (SD = 4.79) years old and more than half had completed higher education (62.1%). The father was, on average, 36.79 (SD = 4.95) years old and 48.3% had completed higher education. The results show the existence of low, positive correlations between socioemotional development and the dimensions of positive parenting. In addition, there is a low, negative and statistically significant relationship between cognitive development and one of the dimensions of positive parenting. The dimensions of co-parenting do not show statistically significant correlations with either socioemotional development or cognitive development. In the multivariate regression analysis, it was found that socioemotional development is associated with the child's age and family involvement.
Downloads
References
Al-Elaimat, A., Adheisat, M., & Alomyan, H. (2020). The relationship between parenting styles and emotional intelligence of kindergarten children. Early Child Development and Care, 190(4), 478–488. https://doi.org/10.1080/03004430.2018.1479403
Alarcão, M. (2006). (Des)Equilíbrios familiares (3rd ed.). Quarteto Editora.
Alves, J., & Martins, I. (2021). Parentalidade e desenvolvimento socioemocional: Uma revisão [Parentality and socioemotional development: A review]. Revista Inclusiones, 8(3), 385–398. DOI: https://doi.org/10.51891/rease.v7i8.1967
Bayle, F. (2005). A Parentalidade. In I. Leal (Ed.), Psicologia da gravidez e da parentalidade. Fim de Século.
Bayley, N. (2006). Bayley scales of infant and toddler development. Administration Manual. Pearson.
Breinbauer, C., Mancil, T. L., & Greenspan, S. (2010). The Bayley-III Social-Emotional Scale. Bayley-III Clinical Use and Interpretation, 147–175. https://doi.org/10.1016/B978-0-12-374177-6.10005-4
Cabrera, N. J., Karberg, E., Malin, J. L., & Apego, C. De. (2017). The magic of play: Low-income mothers’ and fathers’ playfulness and children’s emotion regulation and vocabulary skills. Infant Mental Health Journal, 38(6), 757–771. https://doi.org/10.1002/imhj.21682
Collaborative for Academic Social and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning (SEL) programs. Casel. https://casel.org/wp-content/uploads/2016/01/PDF-16-safe-and-sound.pdf
Cummings, E. M., & Miller-Graff, L. E. (2015). Emotional Security Theory: An Emerging Theoretical Model for Youths’ Psychological and Physiological Responses Across Multiple Developmental Contexts. Current Directions in Psychological Science, 24(3), 208–213. https://doi.org/10.1177/0963721414561510
Dalimonte-Merckling, D. M., & Brophy-Herb, H. E. (2018). A Person-Centered Approach to Child Temperament and Parenting. Child Development, 00(0), 1–16. https://doi.org/10.1111/cdev.13046
Daly, M., R. Bray, Z. Bruckauf, J. Byrne, A. Margaria, N. P., & ´nik Samms-Vaughan, and M. (2015). Family and Parenting Support Policy and Provision in a Global Context Policy and Provision in a Global Context. https://www.unicef-irc.org/publications/pdf/01 family_support_layout_web.pdf
Field, A. (2005). Discovering Statistics Using SPSS. In Ibm Introducing Statistical Methods (Vol. 2nd, Issue Third Edition). SAGE Publications https://doi.org/10.1016/j.landurbplan.2008.06.008
Greenspan, S. (2004). Greenspan social-emotional growth chart: A screening questionnaire for infants and young children. Harcourt Assessment.
Greenspan, S., & Shanker, S. (2004). The first idea: How symbols, language, and intelligence evolved from our primate ancestors to modern humans. Da Capo Press.
Hoemann, K., Xu, F., & Barrett, L. F. (2019). Emotion words, emotion concepts, and emotional development in children: A constructionist hypothesis. Developmental Psychology, 55(9), 1830–1849. https://doi.org/10.1037/dev0000686
Margolin, G., Gordis, E. B., & John, R. S. (2001). Coparenting: A link between marital conflict and parenting in two-parent families. Journal of Family Psychology, 15(1), 3–21. https://doi.org/10.1037/0893-3200.15.1.3
Mejah, H., Yazid, A., Bakar, A., & Amat, S. (2019). The socio-emotional development of preschoolers: a case study. Konselor, 8(1), 1–5. https://doi.org/10.24036/0201981103975-0-00
Menashe-grinberg, A., & Atzaba-poria, N. (2017). Mother-child and father-child play interaction: The importance of parental playfulness as a moderator of the links between parental behavior and child negativity. Infant Mental Health Journal, 00(0), 1–11. https://doi.org/10.1002/imhj.
Nandy, A., Nixon, E., & Quigley, J. (2020). Infant Behavior and Development Parental toy play and toddlers’ socio-emotional development: The moderating role of coparenting dynamics. Infant Behavior and Development, 60, 101465. https://doi.org/10.1016/j.infbeh.2020.101465
Palacios, J., Oliva, A., Moreno, M., González, M., Hidalgo, V., Jiménez, J., Antolín, L., Jiménez, L., López, F., Román, M., Estévez, R., Mena, A., Ortega, M., & Pascual, D. (2014). Proyecto apego sobre “Evaluación y Promoción de Competencias Parentales en el Sistema Sanitario Público Andaluz” - Parte 2. Junta de Andalucía. Consejería de Igualdad, Salud y Políticas Sociales. https://idus.us.es/xmlui/handle/11441/74246
Pedro, M. F., & Ribeiro, M. T. (2015). Adaptação Portuguesa do questionário de coparentalidade: Análise fatorial confirmatória e estudos de validade e fiabilidade. Psicologia: Reflexão e Critica, 28(1), 116–125. https://doi.org/10.1590/1678-7153.201528113
Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Early Childhood Research Quarterly Examining the link between preschool social-emotional competence and first-grade academic achievement: The role of attention skills. Early Childhood Research Quarterly, 26, 182–191. https://doi.org/10.1016/j.ecresq.2010.07.003
Rodrigo, M.J. Máiquez, M.L., Martín, J.C. y Rodríguez, B. (2015). La parentalidad positiva desde la prevención y la promoción. In M.J. Rodrigo (Ed.), Manual práctico de parentalidad positiva (pp. 25–43). Síntesis.
Rodrigues, E. (1997). Menores em risco: que família de origem? In M. Carneiro (Ed.), Crianças de risco (pp. 539–696). Instituto Superior de Ciências Sociais e Políticas.
Sahithya, B. R., Manohari, S. M., & Vijaya, R. (2019). Parenting styles and its impact on children–a cross cultural review with a focus on India. Mental Health, Religion and Culture, 22(4), 357–383. https://doi.org/10.1080/13674676.2019.1594178
Santelices, M. P., Tagle, F., & Immel, N. (2021). Depressive Symptomatology and Parenting Stress: Influence on the Social-Emotional Development of Pre-Schoolers in Chile. Children, 8(5), 387. https://doi.org/10.3390/children8050387
Suárez, A., Byrne, S., & Rodrigo, M. J. (2016). Validación de la Escala de Parentalidad Positiva (EPP) para evaluar programas presenciales y online de apoyo parental || Validation of the Positive Parenting Scale (PPS) for evaluating face-to-face and online parenting support programs. Revista de Estudios e Investigación En Psicología y Educación, 3(2), 112. https://doi.org/10.17979/reipe.2016.3.2.1883
Williams, K. E., & Berthelsen, D. (2017). The Development of Prosocial Behaviour in Early Childhood: Contributions of Early Parenting and Self-Regulation. International Journal of Early Childhood, 49(1), 73–94. https://doi.org/10.1007/s13158-017-0185-5
Williams, L. R., Degnan, K. A., Perez-Edgar, K. E., Henderson, H. A., Rubin, K. H., Pine, D. S., Steinberg, L., & Fox, N. A. (2009). Impact of behavioral inhibition and parenting style on internalizing and externalizing problems from early childhood through adolescence. Journal of Abnormal Child Psychology, 37(8), 1063–1075. https://doi.org/10.1007/s10802-009-9331-3
Downloads
Published
How to Cite
Issue
Section
License
The papers published in this journal are licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors are the holders of the exploitation rights (copyright) of their work, but grant the right of first publication to the Revista de Estudios e Investigación en Psicología y Educación, which may publish in any language and format as well as publish and distribute their whole or partial content by any technologically available means and via data base.
Authors are allowed and encouraged to disseminate the articles accepted for publication on personal or institutional websites, before and after their publication, provided it is clearly stated that the work is in this journal and all bibliographic data are provided along with access to the document, preferably through the DOI (if it is indispensable to use a pdf, the final version formatted by the journal should be used). In the case of articles resulting from funded studies or projects, this will be done within the deadlines and terms established by the supporting organisation(s) of the published research.
