A New Mother-Child Play Activity Program to Decrease Parenting Stress and Improve Child Cognitive Abilities: A Cluster Randomized Controlled Trial

Tachibana, Yukio; Fukushima, Ayako; Saito, Hitomi; Yoneyama, Satoshi; Ushida, Kazuo; Yoneyama, Susumu; Kawashima, Ryuta

doi:10.1371/journal.pone.0038238

Cited by 28 publications

(33 citation statements)

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“…Takeuchi et al [62], who used working memory training with mental calculation, published their findings in PLoS One. publications [38,45,47,[62][63][64][65][66][67] were eligible for the current review ( Figure 1). We present details of these interventions in short descriptions.…”

Section: Resultsmentioning

confidence: 99%

“…The score of item 6 (care-provider blinded) was low among the included studies because no care providers were involved in six studies that used PC-based training programs or video games [38,45,47,[62][63][64]. The score of item 11 (adequate description of the control/comparison group) was also low because of the use of a passive control or a waiting list control group [38,[63][64][65][66][67]. Four studies [38,[62][63][64] investigated changes of brain structure or neural mechanisms though cognitive training.…”

Section: Qualitymentioning

confidence: 99%

“…Among the nine studies, one study included preschool children (4-6 years old) [67], five studies included young adults (undergraduate and graduate students) [38,47,[62][63][64], and three studies included elderly people (over 60 years old) [45,65,66]. The numbers of participants in the nine studies were from 32 [45,47] to 236 [67].…”

Section: Participants Sample Size and Duration Of Interventionmentioning

confidence: 99%

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Improving Cognitive Function from Children to Old Age: A Systematic Review of Recent Smart Ageing Intervention Studies

Nouchi

Kawashima

2014

Advances in Neuroscience

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Background. Cognitive functions are important for daily life at any age. One purpose of Smart Ageing is to investigate how to improve cognitive functions. This systematic review evaluates beneficial effects of the intervention on cognitive functions. Method. We conducted a systematic review of intervention studies of improvements of cognitive functions published or in press before December 2013. Because of the heterogeneity of the intervention programs, a systematic and critical review of the interventions and outcomes was conducted instead of a meta-analysis. Results. We identified nine completed and published studies, which were divided into four categories: cognitive training using video game, cognitive training using PC, cognitive training using paper and pencil, and exercise training. Review results showed that various intervention programs can improve cognitive functions such as executive functions, working memory, episodic memory, processing speed, and general cognitive ability/IQ. Conclusions. The systematic review demonstrated that some intervention programs can be effective for improving various aspects of cognitive functioning at any age. Some limitations to this review include its small sample size and heterogeneity of programs and cognitive function measures, in addition to unresolved issues such as transfer of everyday skills and effectiveness for nonhealthy people.

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Section: Resultsmentioning

confidence: 99%

Section: Qualitymentioning

confidence: 99%

Section: Participants Sample Size and Duration Of Interventionmentioning

confidence: 99%

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Improving Cognitive Function from Children to Old Age: A Systematic Review of Recent Smart Ageing Intervention Studies

Nouchi

Kawashima

2014

Advances in Neuroscience

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“…Tachibana et al (2012) looked into parenting stress and working memory in early childhood. The link between these variables warrant attention since both parenting stress and children's cognitive abilities are significant elements which influence child development.…”

Section: Introductionmentioning

confidence: 99%

“…With adequate knowledge on the effects of their stressors on their child, parents might become cautious of the negative effects that will impose on the child's cognition. Children in middle childhood were focused on because the executive functions develop throughout the childhood years (Tachibana et al, 2012). Enhancing these executive functions is an important factor for healthy child development and learning.…”

Section: Introductionmentioning

confidence: 99%

Relationship of Parental Stress Levels and Selected Child Cognitive Processes of Grade Two Students

Pablo¹,

Dy²

2018

Pac Early Child Educ Res Assoc

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Parents experience various stressors as they perform their roles in the family and these may influence child development. The study aimed to determine the relationship of parenting stress levels on selected cognitive processes of Grade Two students in public and private schools. Parent-respondents accomplished a questionnaire to gather socio-demographic data and parental stress levels while three psychometric tests were used to assess visual immediate memory, learning, and working memory of the Grade Two students. Descriptive and inferential statistics were used for data analysis. Findings show that 62% of the parents had low parental stress levels. More than half of the students had high scores for visual immediate memory, more than three-fourths were in the high range for learning, and more than half was in the low range for working memory. Educational attainment, career, household income, income source, and primary caregiver role had significant relationships to parental stress levels. Parental stress levels did not significantly affect the cognitive processes and the relationships were generally negative. Parents should continuously practice effective stress management and coping responses to prevent stress spillover to their children.

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Identification of Modifiable Social and Behavioral Factors Associated With Childhood Cognitive Performance

et al. 2020

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social environments are likely associated with a large portion of racial disparities in childhood cognitive performance. Identification of the specific exposures associated with cognitive development is needed to inform prevention efforts.OBJECTIVE To identify modifiable factors associated with childhood cognitive performance. DESIGN, SETTING, AND PARTICIPANTSThis longitudinal pregnancy cohort study included 1503 mother-child dyads who were enrolled in the University of Tennessee Health Science Center-Conditions Affecting Neurodevelopment and Learning in Early Life study between December 1, 2006, and July 31, 2011, and assessed annually until the children were aged 4 to 6 years. The analytic sample comprised 1055 mother-child dyads. A total of 155 prenatal, perinatal, and postnatal exposures were included to evaluate environment-wide associations. Participants comprised a community-based sample of pregnant women who were recruited between 16 weeks and 28 weeks of gestation from 4 hospitals in Shelby County, Tennessee. Women with high-risk pregnancies were excluded. Data were analyzed from June 1, 2018, to April 15, 2019. EXPOSURES Individual and neighborhood socioeconomic position, family structure, maternal mental health, nutrition, delivery complications, birth outcomes, and parenting behaviors. MAIN OUTCOMES AND MEASURES Child's full-scale IQ measured by the Stanford-Binet Intelligence Scales, Fifth Edition, at age 4 to 6 years. RESULTSOf 1055 children included in the analytic sample, 532 (50.4%) were female. Among mothers, the mean (SD) age was 26.0 (5.6) years; 676 mothers (64.1%) were Black, and 623 mothers (59.0%) had an educational level of high school or less. Twenty-four factors were retained in the least absolute shrinkage and selection operator regression analysis and full models adjusted for potential confounding. Associations were noted between child cognitive performance and parental education and breastfeeding; for each increase of 1.0 SD in exposure, positive associations were found with cognitive growth fostering from observed parent-child interactions (β = 1.12; 95% CI, 0.24-2.00) and maternal reading ability (β = 1.42; 95% CI, 0.16-2.68), and negative associations were found with parenting stress (β = −1.04; 95% CI, −1.86 to −0.21). A moderate increase in these beneficial exposures was associated with a notable improvement in estimated cognitive test scores using marginal means (0.5% of an SD). Black children experienced fewer beneficial cognitive performance exposures; in a model including all 24 exposures and covariates, no racial disparity was observed in cognitive performance (95% CIs for race included the null). CONCLUSIONS AND RELEVANCEThe prospective analysis identified multiple beneficial and modifiable cognitive performance exposures that were associated with mean differences in cognitive performance by race. The findings from this observational study may help guide experimental studies focused on reducing racial disparities in childhood cognitive performance.

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A New Mother-Child Play Activity Program to Decrease Parenting Stress and Improve Child Cognitive Abilities: A Cluster Randomized Controlled Trial

Cited by 28 publications

References 60 publications

Improving Cognitive Function from Children to Old Age: A Systematic Review of Recent Smart Ageing Intervention Studies

Improving Cognitive Function from Children to Old Age: A Systematic Review of Recent Smart Ageing Intervention Studies

Relationship of Parental Stress Levels and Selected Child Cognitive Processes of Grade Two Students

Identification of Modifiable Social and Behavioral Factors Associated With Childhood Cognitive Performance

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