scholarly journals An Exploration of Jamaican Mothers’ Perceptions of Closeness and Intimacy in the Mother–Child Relationship during Middle Childhood

2017 ◽  
Vol 8 ◽  
Author(s):  
Taniesha Burke ◽  
Leon Kuczynski ◽  
Sonja Perren
Keyword(s):  
Middle Childhood ◽  
Child Relationship ◽  
Mother Child Relationship

The quality of the mother–child relationship in high-risk dyads: Application of the Emotional Availability Scales in an intergenerational, longitudinal study

2012 ◽  
Vol 24 (1) ◽  
pp. 93-105 ◽  
Author(s):  
Dale M. Stack ◽  
Lisa A. Serbin ◽  
Nadine Girouard ◽  
Leah N. Enns ◽  
Vivianne M. N. Bentley ◽  
...  
Keyword(s):  
High Risk ◽  
Middle Childhood ◽  
Social Withdrawal ◽  
Community Sample ◽  
Maternal Sensitivity ◽  
Emotional Availability ◽  
Preschool Age ◽  
Parental History ◽  
Child Relationship ◽  
Mother Child Relationship

AbstractThe present research examined how family psychosocial risk may be associated with emotional availability (EA) across age and time in two longitudinal, intergenerational studies with high-risk, disadvantaged mother–child dyads. Study 1 examined dyads during preschool and middle childhood. Study 2 examined a different sample of dyads, tested intensively at five time points (6, 12, and 18 months; preschool; and school age). Across studies, maternal childhood histories of aggression and social withdrawal predicted negative EA (higher levels of maternal hostility) during mother–child interactions at preschool age. In Study 1, mothers with higher levels of social withdrawal during childhood had preschoolers who were less appropriately responsive to and involving of their mothers during interactions. In Study 2, higher levels of observed appropriate maternal structuring predicted child responsiveness while observed maternal sensitivity (and structuring) predicted observed child involvement. More maternal social support and better home environment combined with lower stress predicted better mother–child relationship quality. Findings contribute to the burgeoning literature on EA by focusing on a high-risk community sample across time and generations. Results are interpreted in light of the developmental psychopathology framework, and have implications for a broader understanding of how EA is related to parental history and personal characteristics, as well as ongoing family and environmental context.

Trajectories of mother-child and father-child relationships across middle childhood and associations with depressive symptoms

2018 ◽  
Vol 31 (04) ◽  
pp. 1381-1393 ◽  
Author(s):  
Jia Yan ◽  
Sarah J. Schoppe-Sullivan ◽  
Xin Feng
Keyword(s):  
Depressive Symptoms ◽  
Youth Development ◽  
Middle Childhood ◽  
Lower Risk ◽  
Emotional Adjustment ◽  
Relationship Closeness ◽  
Child Relationship ◽  
Early Child Care ◽  
Mother Child Relationships ◽  
Mother Child Relationship

AbstractUsing a family systems perspective, we examined the trajectories of father-child and mother-child closeness and conflict across Grades 1, 3, 4, 5, and 6, and their associations with child depressive symptoms across middle childhood among 685 families in the Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (SECCYD). Father-child and mother-child relationship conflict increased, whereas relationship closeness decreased from Grades 1 to 6. Girls with more slowly increasing father-child conflict, and more slowly decreasing father-child closeness, were at lower risk for depressive symptoms. Boys with more slowly increasing mother-child conflict were at lower risk for depressive symptoms. These findings highlight the important roles of both father-child and mother-child relationships in children's emotional adjustment during middle childhood.

Longitudinal links between maternal parenting behaviors in early childhood and academic outcomes and mother-child relationship quality in middle childhood

2015 ◽  
Author(s):  
◽  
Erin Harmeyer
Keyword(s):  
Academic Success ◽  
Relationship Quality ◽  
Middle Childhood ◽  
Academic Outcomes ◽  
Academic Confidence ◽  
Maternal Parenting ◽  
Child Relationship ◽  
Mother Child Relationship ◽  
5Th Grade ◽  
Maternal Intrusiveness

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The goals of this study were to examine longitudinal relations between maternal parenting behaviors when children were kindergarten age and children's academic success and academic confidence in middle childhood. Direct and mediated relations between mothers' supportiveness and intrusiveness when children were kindergarten age, and mother-child relationship quality and children's academic outcomes at 5th grade were examined. Participants included 2,985 mothers and their children from the Early Head Start Research and Evaluation Project; 42% were European American, 39% were African American, and 19% were Mexican American. Maternal intrusiveness when children were kindergarten-age negatively predicted children's academic confidence and academic success in 5th grade. Maternal supportiveness when children were kindergarten age was positively related to children's academic success in 5th grade at the trend level. The discussion focuses on maternal intrusiveness as a modest predictor of children's academic outcomes longitudinally and its implications for mother-child dyads.

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