This study evaluated whether the positive association between early autonomy-supportive parenting and children's subsequent achievement is mediated by children's executive functions. Using observations of mothers' parenting from the NICHD Study of Early Child Care and Youth Development ( = 1,306), analyses revealed that mothers' autonomy support over the first 3 years of life predicted enhanced executive functions (i.e.
View Article and Find Full Text PDFThe current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed.
View Article and Find Full Text PDFParental writing support was examined over time and in relation to children's language and literacy skills. Seventy-seven parents and their preschoolers were videotaped writing an invitation together twice during one year. Parental writing support was coded at the level of the letter to document parents' graphophonemic support (letter-sound correspondence), print support (letter formation), and demand for precision (expectation for correcting writing errors).
View Article and Find Full Text PDFThis study investigated relations between preschoolers' emergent executive function skills and their interactions with parents, with particular focus on the verbal utterances parents use to guide children's behavior (i.e., management language).
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