Longitudinal associations between the quality of parent−child interactions and children's sleep at preschool age.

2012 ◽  
Vol 26 (2) ◽  
pp. 254-262 ◽  
Author(s):  
Stéphanie Bordeleau ◽  
Annie Bernier ◽  
Julie Carrier
Keyword(s):  
Preschool Age ◽  
Parent Child Interactions ◽  
Longitudinal Associations ◽  
Children’S Sleep ◽  
Parent Child

scholarly journals An Evaluation of the Quality of Parent–Child Interactions inVulnerable Families That Are Followed by Child Protective Services: A Latent Profile Analysis

Children ◽  
2021 ◽  
Vol 8 (10) ◽  
pp. 906
Author(s):  
Ananda Stuart ◽  
Catarina Canário ◽  
Orlanda Cruz
Keyword(s):  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Child Protective Services ◽  
Small Sample ◽  
Protective Services ◽  
Parent Child Interactions ◽  
Vulnerable Families ◽  
Parent Child ◽  
Latent Profile

In the current study, an observational procedure, recorded in video, was used to evaluate the quality of parent–child interactions in a sample of vulnerable Portuguese families (n = 47) with school-aged children followed by Child Protective Services (CPS). The study sought to explore if the families presented different profiles of parent–child interaction quality, and to characterize such profiles in terms of discrete behaviors observed, parenting outcome variables, and families’ sociodemographic and CPS referral characteristics. The parent-child dyads took part in a 15 minutes structured task and parents completed self-report measures (affection, parenting behaviors, and stress). Discrete behaviors of parents and children during interactions were coded with a micro-analytic coding procedure. The global dimensions of the parents’ interactions were coded with a global rating system. A latent profile analysis, estimated with global dimensions, identified two subgroups, one subgroup in which parents displayed higher quality interactions (n = 12), and another subgroup in which parents displayed lower quality interactions (n = 35). Further analyses comparing the subgroups determined that the higher quality subgroup presented more positive behaviors, and the lower quality subgroup presented more negative behaviors during the interactions. No further differences or associations were found regarding the parenting outcome variables, and the families’ sociodemographic and CPS referral characteristics. The findings are in line with prior studies, suggesting that vulnerable families may frequently present depleted parent–child interactions. However, given the small sample size, future studies should replicate the described procedures and analyses in larger sample sizes.

Parent–Child Interactions around Television and other On-screen Content: Considering Communication and Social Skills

2018 ◽  
Vol 43 (2) ◽  
pp. 43-52
Author(s):  
Claire Lusted ◽  
Beverly Joffe
Keyword(s):  
Social Skills ◽  
Online Survey ◽  
Skills Development ◽  
Viewing Time ◽  
Regression Analyses ◽  
Screen Content ◽  
Parent Child Interactions ◽  
Survey Responses ◽  
Parent Child

THIS STUDY INVESTIGATED PARENT–CHILD interactions around on-screen content. Associated and predictive factors impacting quality of interactions were considered in relation to development of communication and social skills. A quantitative approach was used to analyse online survey responses of 162 Australian parents/carers. Descriptive statistics, correlations, evaluation of differences between groups, and multiple regression analyses were conducted. Children viewed an average of 17.86 hours of on-screen content (SD = 9.03) per week, with their viewing time most strongly predicted by parents’ viewing time, and frequency of unsupervised viewing. Parents did not always ask questions, make comments or conduct follow-on activities around on-screen content in a manner conducive to communication and social skills development. Findings from this study may be useful in informing realistic recommendations made to parents about using on-screen content to assist their children in developing communication and social skills.

Investigating social functioning after early mild TBI: the quality of parent-child interactions

2016 ◽  
Vol 12 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Gabrielle Lalonde ◽  
Annie Bernier ◽  
Cindy Beaudoin ◽  
Jocelyn Gravel ◽  
Miriam H. Beauchamp
Keyword(s):  
Social Functioning ◽  
Mild Tbi ◽  
Parent Child Interactions ◽  
Parent Child

scholarly journals Play & Grow: prospective observational cohort of toddlers to inform obesity prevention, Columbus, Ohio, USA

BMJ Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. e055490
Author(s):  
Andria Parrott ◽  
Bharathi J Zvara ◽  
Sarah A Keim ◽  
Rebecca Andridge ◽  
Sarah E Anderson
Keyword(s):  
Obesity Prevention ◽  
Middle Childhood ◽  
Child Growth ◽  
Preschool Age ◽  
Graduate Degree ◽  
Annual Household Income ◽  
Face To Face ◽  
Parent Child Interactions ◽  
Age Range ◽  
Parent Child

PurposeObesity prevention is increasingly focused on early childhood, but toddlers have not been well-studied, and children born preterm are frequently excluded. The Play & Grow Cohort was established to investigate child growth in relation to parent-child interactions in mealtime and non-mealtime settings.ParticipantsBetween December 2017 and May 2019, 300 toddlers and primary caregivers were recruited from records of a large paediatric care provider in Columbus, Ohio, USA. This report describes recruitment of the cohort and outlines the data collection protocols for two toddler and two preschool-age visits. The first study visit coincided with enrolment and occurred when children (57% boys) were a mean (SD) calendar age of 18.2 (0.7) months.Findings to dateChildren in the cohort are diverse relative to gestational age at birth (16%, 28–31 completed weeks’ gestation; 21%, 32–36 weeks’ gestation; 63%, ≥37 weeks’ gestation) and race/ethnicity (8%, Hispanic; 35%, non-Hispanic black; 46%, non-Hispanic white). Caregivers enrolled in the cohort are primarily the child’s biological mother (93%) and are diverse in age (range 18–54 years), education (23%, high school or less; 20% graduate degree) and annual household income (27%, <US$20 000 24%, ≥US$90 000). Parent-child interactions were video-recorded during play in the laboratory at 18 months (n=299) and during play, reading and mealtime in the home (n=284) at 24 months. The preschool phase of the study was impacted by COVID-19. Parent-child interactions were video-recorded during play and mealtime at home at 36 months (n=141) and during a standardised buffet meal in the laboratory at 42 months (n=50). Caregivers unable to participate in face-to-face visits due to COVID-19 completed questionnaires.Future plansAssessment during middle childhood is being planned. Future visits will include anthropometric measurements and parent-child interactions at mealtime. School-based outcomes are additionally being considered.

Theoretical and Empirical Foundations for Early Relationship Assessment in Evaluating Infant and Toddler Mental Health

2019 ◽  
pp. 28-45
Author(s):  
Roseanne Clark ◽  
Audrey Tluczek ◽  
Elizabeth C. Moore ◽  
Amber L. Evenson
Keyword(s):  
Mental Health ◽  
Empirical Support ◽  
Parent Child Relationship ◽  
Social And Emotional ◽  
Child Relationship ◽  
Parent Child Interactions ◽  
Relationship Assessment ◽  
And Behavior ◽  
Parent Child

This chapter reviews the theoretical foundations and empirical support for employing a relational perspective when assessing the mental health of an infant or toddler. A review of specific measures widely used in assessing the quality of affect and behavior in parent–child interactions, relationship quality, and parenting capacities (see Clark, Tluczek, Moore, & Evenson, 2019, Chapter 3) illustrates the importance of utilizing a parent–child relationship paradigm in the assessment of the mental health and social and emotional functioning of infants and young children. Although the term parent is used throughout the chapter, another significant caregiver who holds a parenting or primary caregiving role may be substituted as needed, such as a grandparent or foster parent.

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