Differential impacts of the Brazilian Strengthening Families Program (SFP 10-14): A study into changes in the parenting styles of vulnerable families

Pinheiro-Carozzo, Nádia Prazeres; Murta, Sheila Giardini; Gato, Jorge; Fontaine, Anne Marie; Vinha, Luís Gustavo do Amaral

doi:10.1016/j.childyouth.2020.105794

Cited by 1 publication

(1 citation statement)

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“…Studies have identified similar patterns of development across the first 12 years, with emerging abilities in EFs during the first 2 years that begin to increase in cohesion (i.e., relations between task performance), longitudinal stability, age‐related improvements, and prediction of positive social and educational outcomes (e.g., Chasiotis et al., 2006; Gago‐Galvagno et al., 2021, 2022; León et al., 2013; Lohndorf et al., 2021; Zegarra Valdivia et al., 2014). However, we also see culture‐specific development in EFs that could be related to differences in sociocultural factors (and the interaction between these variables) that vary by region, such as long‐term social vulnerability, income inequality, educational environment, parenting styles, and regional values (Farkas & Vallotton, 2016; Pinheiro‐Carozzo et al., 2021). Taken together, evidence suggests that approaching the development of EFs from a more sociocultural or systems‐based framework will be important to understanding how cultural factors and differences likely contribute to the development of EFs across multiple contexts, including in non‐WEIRD countries.…”

Section: Conclusion Implications and Directionsmentioning

confidence: 86%

Importance of cultural context in the study of children's executive functions: Advances in Latin America research

Gago‐Galvagno,

Miller,

Mancini

et al. 2024

Child Dev Perspectives

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Although executive functions (EFs) have been identified as a cornerstone of cognitive development, knowledge of this fundamental ability in children is based primarily on research with North American and Western European samples of middle to high socioeconomic status (SES). In this article, we highlight advances in research on developmental EFs from Latin American regions, an understudied area that provides a unique context important to understanding EFs. Our narrative review suggests the potential for both universality (e.g., increasing cohesion and longitudinal stability among EFs' task performance, general positive associations with age, and other social and cognitive abilities) and cultural specificity in EF development (i.e., contributions of SES, educational environments, parenting styles, and cultural values). It is important to consider the development of EFs outside of typically examined samples—and specifically within Latin American countries—to understand more thoroughly these abilities and to generate interventions that consider cultural context.

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