Parent-child relationships in early learning

Research output: Chapter in Book/Report/Conference proceedingChapter

11 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 languageEnglish (US)
Title of host publicationInternational Encyclopedia of Education
PublisherElsevier Ltd
Pages438-443
Number of pages6
ISBN (Print)9780080448947
DOIs
StatePublished - 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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    Edwards, C. P., Sheridan, S. M., & Knoche, L. L. (2010). Parent-child relationships in early learning. In International Encyclopedia of Education (pp. 438-443). Elsevier Ltd. https://doi.org/10.1016/B978-0-08-044894-7.00528-5