Parent-child relationships in early learning

C. P. Edwards; S. M. Sheridan; L. L. Knoche

doi:10.1016/B978-0-08-044894-7.00528-5

Parent-child relationships in early learning

C. P. Edwards, S. M. Sheridan, L. L. Knoche

Research output: Chapter in Book/Report/Conference proceeding › Chapter

16 Scopus citations

Abstract

Parental behavior during a child's first 5. years of life is critical for the development of important social and cognitive outcomes in children that set the stage for lifelong adaptation and functioning. This article reviews some of the key findings about the importance of parent-child relationships in early learning. Three dimensions of parent behavior are described as parental engagement: (1) warmth and sensitivity, (2) support for a child's emerging autonomy, and (3) active participation in learning. Cross-cultural variations in which the styles of these behaviors are expressed are also considered.

Original language	English (US)
Title of host publication	International Encyclopedia of Education
Publisher	Elsevier Ltd
Pages	438-443
Number of pages	6
ISBN (Print)	9780080448947
DOIs	https://doi.org/10.1016/B978-0-08-044894-7.00528-5
State	Published - 2010

Keywords

Autonomy
Cognitive stimulation
Cross-cultural differences
Emotional availability
Parental engagement
Parental guidance
Parental nurturance
Parental teaching behavior
Parental warmth
Scaffolding child learning
Self-regulation
Sensitivity

ASJC Scopus subject areas

Economics, Econometrics and Finance(all)

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10.1016/B978-0-08-044894-7.00528-5

Cite this

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title = "Parent-child relationships in early learning",

abstract = "Parental behavior during a child's first 5. years of life is critical for the development of important social and cognitive outcomes in children that set the stage for lifelong adaptation and functioning. This article reviews some of the key findings about the importance of parent-child relationships in early learning. Three dimensions of parent behavior are described as parental engagement: (1) warmth and sensitivity, (2) support for a child's emerging autonomy, and (3) active participation in learning. Cross-cultural variations in which the styles of these behaviors are expressed are also considered.",

keywords = "Autonomy, Cognitive stimulation, Cross-cultural differences, Emotional availability, Parental engagement, Parental guidance, Parental nurturance, Parental teaching behavior, Parental warmth, Scaffolding child learning, Self-regulation, Sensitivity",

author = "Edwards, {C. P.} and Sheridan, {S. M.} and Knoche, {L. L.}",

note = "Funding Information: The work was supported by a grant awarded to Dr. Susan Sheridan and Dr. Carolyn Pope Edwards by the Department of Health and Human Services (DHHS) – National Institute of Child Health and Human Development (NICHD), Administration for Children and Families (ACF) and Office of the Assistant Secretary for Planning and Evaluation (ASPE); and the Department of Education (ED) – Office of Special Education and Rehabilitative Services (Grant #1R01H00436135). The opinions expressed herein are those of the investigators and do not reflect the funding agencies. Special appreciation is extended to the families and teachers who participated including the Head Start agency administration for their willingness to cooperate and learn with us throughout the project. ",

year = "2010",

doi = "10.1016/B978-0-08-044894-7.00528-5",

language = "English (US)",

isbn = "9780080448947",

pages = "438--443",

booktitle = "International Encyclopedia of Education",

publisher = "Elsevier Ltd",

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AU - Edwards, C. P.

AU - Sheridan, S. M.

AU - Knoche, L. L.

N1 - Funding Information: The work was supported by a grant awarded to Dr. Susan Sheridan and Dr. Carolyn Pope Edwards by the Department of Health and Human Services (DHHS) – National Institute of Child Health and Human Development (NICHD), Administration for Children and Families (ACF) and Office of the Assistant Secretary for Planning and Evaluation (ASPE); and the Department of Education (ED) – Office of Special Education and Rehabilitative Services (Grant #1R01H00436135). The opinions expressed herein are those of the investigators and do not reflect the funding agencies. Special appreciation is extended to the families and teachers who participated including the Head Start agency administration for their willingness to cooperate and learn with us throughout the project.

PY - 2010

Y1 - 2010

N2 - Parental behavior during a child's first 5. years of life is critical for the development of important social and cognitive outcomes in children that set the stage for lifelong adaptation and functioning. This article reviews some of the key findings about the importance of parent-child relationships in early learning. Three dimensions of parent behavior are described as parental engagement: (1) warmth and sensitivity, (2) support for a child's emerging autonomy, and (3) active participation in learning. Cross-cultural variations in which the styles of these behaviors are expressed are also considered.

AB - Parental behavior during a child's first 5. years of life is critical for the development of important social and cognitive outcomes in children that set the stage for lifelong adaptation and functioning. This article reviews some of the key findings about the importance of parent-child relationships in early learning. Three dimensions of parent behavior are described as parental engagement: (1) warmth and sensitivity, (2) support for a child's emerging autonomy, and (3) active participation in learning. Cross-cultural variations in which the styles of these behaviors are expressed are also considered.

KW - Autonomy

KW - Cognitive stimulation

KW - Cross-cultural differences

KW - Emotional availability

KW - Parental engagement

KW - Parental guidance

KW - Parental nurturance

KW - Parental teaching behavior

KW - Parental warmth

KW - Scaffolding child learning

KW - Self-regulation

KW - Sensitivity

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AN - SCOPUS:79955608265

SN - 9780080448947

SP - 438

EP - 443

BT - International Encyclopedia of Education

PB - Elsevier Ltd

ER -

Parent-child relationships in early learning

Abstract

Keywords

ASJC Scopus subject areas

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