Associations between parenting behavior and executive function among preschool-aged children born very preterm

Area of Science:

• Developmental Psychology
• Neonatal Research
• Child Neurodevelopment

Background:

• Executive function is crucial for cognitive development and academic success.
• Children born very preterm (<30 weeks' gestation) are at higher risk for executive function deficits.
• Understanding factors influencing executive function in this population is vital for early intervention.

Purpose of the Study:

• To investigate the association between observed parenting behaviors and executive function in preschool-aged children born very preterm.
• To examine the roles of parental sensitivity, harsh intrusiveness, and dyadic mutuality.
• To explore these relationships using both objective tasks and parent-report measures.

Main Methods:

• Assessed executive function in 41 children (3.5–4.5 years) using a gift delay task and the Behavior Rating Inventory of Executive Function-Preschool (BRIEF-P).
• Observed and rated parental sensitivity, harsh intrusiveness, and dyadic mutuality during a semi-structured play task.
• Correlated parenting behaviors with executive function scores.

Main Results:

• Children with higher executive function on the gift delay task showed higher parental sensitivity and mutuality, and lower harsh intrusiveness.
• Parenting scales generally correlated in the expected direction with the BRIEF-P Global Executive Composite, though not always significantly.
• Sensitive and mutually responsive parenting was associated with better executive function outcomes.

Conclusions:

• Sensitive parenting and harmonious caregiver-child interactions are positively associated with executive function in very preterm children.
• These findings underscore the critical role of responsive caregiving in supporting the neurodevelopment of high-risk infants.
• Early intervention strategies could focus on promoting positive parenting practices to enhance executive function in this population.