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Parenting cognitions → parenting practices → child adjustment? The standard model
Marc H Bornstein1, Diane L Putnick1, Joan T D Suwalsky1
1Eunice Kennedy Shriver National Institute of Child Health and Human Development.
Development and Psychopathology
|June 20, 2017
Summary
Positive parenting cognitions in toddlerhood predict supportive parenting in preschool, which in turn reduces externalizing behaviors in middle childhood. This developmental cascade highlights key intervention points for child socialization.
Area of Science:
- Developmental Psychology
- Child Psychology
- Family Studies
Background:
- Parenting cognitions and practices are crucial for child development.
- Understanding long-term developmental pathways is essential for effective interventions.
Purpose of the Study:
- To test a three-term model linking toddler parenting cognitions to preschool parenting practices and middle childhood externalizing behaviors.
- To examine the developmental cascade of parenting across multiple stages.
- To identify potential intervention points in early socialization.
Main Methods:
- A prospective, 8-year longitudinal study with 317 participants.
- Data collected across multiple domains and sources (multivariate, multisource).
- Controlled for earlier parenting practices and child externalizing behavior.
Main Results:
- Mothers with positive parenting cognitions (knowledgeable, satisfied, self-attributing success) in toddlerhood showed more supportive parenting 2 years later.
- Children of these mothers exhibited fewer externalizing behaviors in middle childhood (rated by teachers).
- This developmental cascade was consistent across genders and independent of covariates.
Conclusions:
- Parenting cognitions in toddlerhood can initiate a positive developmental cascade impacting later parenting and child behavior.
- The findings support a 'standard model' of parenting socialization.
- Identifying these cascading effects can inform targeted interventions to promote positive child development.
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