Impact of Maternal, Paternal Mental State Talk and Quality of Parenting on Executive Function of Preschoolers

Autor/inn/en	Khalil Toor, Hafsa; Hanif, Rubina
Titel	Impact of Maternal, Paternal Mental State Talk and Quality of Parenting on Executive Function of Preschoolers
Quelle	In: Early Child Development and Care, 193 (2023) 1, S.109-120 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khalil Toor, Hafsa) ORCID (Hanif, Rubina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2066090
Schlagwörter	Preschool Children; Executive Function; Parent Child Relationship; Parenting Skills; Family Relationship; Dialogs (Language); Cognitive Processes; Experience; Verbal Communication; Foreign Countries; Parents; Pakistan + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Dialog; Dialogs; Dialogue; Dialogues; Cognitive process; Kognitiver Prozess; Erfahrung; Ausland; Eltern
Abstract	This study aimed to investigate the relationship between maternal, paternal mental state talk and the quality of parenting on preschoolers' executive function (EF) skills. The sample included 120 dyads (father-child & mother-child). The preschooler aged 3.1-5.99 years (M[subscript age] = 4.60, SD = 0.90) were approached at their schools to assess the EF using the EF touch battery. The quality of parenting was assessed using the early childhood HOME inventory. Dyads were audiotaped at home during the picture storybook narrative task to assess the father and mothers' use of mental state talk. Hierarchical regression analysis revealed that age of the preschooler, maternal, paternal mental state talk, and their quality of parenting predicts preschooler EF, when accounting for preschooler gender and maternal, paternal education. The research highlighted the importance of parental verbal input and parenting behaviour as contributory indices in the development of EF of the child. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01