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This study examined the roles of parental gender and context in the communicative functions of parents’ child-directed speech. Seventy three families with toddlers participated in the study. Dyadic and triadic parent-toddler interactions were videotaped during structured play activities. Results indicated context-dependent variability in parents’ facilitative speech and gentle guidance. Parental gender effects were observed in parents’ directive speech but no gender or contextual effects were observed in parents’ referential speech. Results suggest the need for a closer examination of parental gender and contextual factors related to parents’ speech functions.

This study examined the associations between perceived and observed coparenting and toddlers' adaptive functioning. Seventy‐seven typically developing toddlers aged between 21 and 27 months and their biological parents residing in Ireland participated in the study. Participating families were Caucasian and English speaking. Parents' perceived coparental relationship was assessed via self‐report. In addition, coparenting dynamics were observed during triadic free‐play and structured‐play tasks. Mothers reported on their toddlers' adaptive functioning. Results indicated a negative association between undermining coparenting and toddlers' social and communication adaptive skills. Findings from the current study highlight the critical role played by triadic family processes in young children's development. Highlights This study examined associations between the coparenting relationship and toddlers' adaptive functioning. The coparenting relationship was assessed via parental self‐reports and observations during triadic family play interactions. Toddlers' adaptive functioning was assessed using maternal reports. Findings indicated a negative relationship between undermining coparenting and toddlers' adaptive skills. The coparenting relationship is foundational to young children's development. More research in this area is required to disentangle the various pathways by which this family sub‐system can influence toddlers' developmental outcomes. This can help in future intervention planning for enhancing the coparenting relationship.