Mindful parenting and behavioural problems in preschool children

Abstract

The aim of this research was to find out if mindful parenting contributes to internalised and externalised problems in preschool children. A total of 168 mothers, fathers and preschool teachers took part in the research, which assesses the extent of internalised and externalised problems in 76 preschool children. Additionally, both parents completed the Mindfulness in Parenting Questionnaire. Results showed that internalised and externalised problems were significantly correlated, with externalised problems being more prominent in boys. Mothers and fathers differed only in one aspect of mindful parenting, empathic understanding for the child, which was higher in mothers. When analysing differences in mindful parenting of boys/girls, the results showed that fathers of boys have higher parental awareness than fathers of girls, while there were no other significant differences. Mindful parenting did not prove significant in predicting internalised problems of preschool children. In contrast, the results showed that 30% of externalised problems in children can be explained by the child’s gender and by mindful parenting from both parents. These findings point to some differences between mothers and fathers contributing to externalised problems. Specifically, the father’s focusing attention on the child with acceptance and the mother’s self-efficacy were related to lower externalising problems, while the father’s empathic understanding of the child and mother’s non-reactivity were related to more externalising problems in children. The results are discussed in the context of existing knowledge about implicit parenting and child development outcomes.

Pojavnost problema u ponašanju djece u ustanovama ranog i predškolskog odgoja i obrazovanja

“…This correlation is more pronounced when children's behaviour is assessed by parents rather than by preschool teachers (Table 3). These results are consistent with previous research that confirms that parents and preschool teachers see and interpret problems in different ways, although they essentially agree (Mikas, 2007;Maglica et al, 2020).…”

“…Istraživanjem se provjeravaju tri hipoteze. Prvom je hipotezom pretpostavljeno da s učestalošću manifestiranja problema u ponašanju djece children (Živčić-Bećirević et al, 2003;Mikas, 2007;Maglica et al, 2020). Parents have the opportunity to observe the child in a family environment and often do not notice developmental deviations, while preschool teachers monitor the child in a kindergarten environment within a group of children of the same or similar age.…”

“…Parents have the opportunity to observe the child in a family environment and often do not notice developmental deviations, while preschool teachers monitor the child in a kindergarten environment within a group of children of the same or similar age. Therefore, it is recommended that behavioural assessments of children must be based on information from both sources (Achenbach & Ruffle, 2000;Mikas, 2007;Maglica et al, 2020).…”

“…Ogundele (2018) upućuje na zaključke brojnih istraživanja prema kojima je prediktivna vrijednost eksternaliziranih problema u ponašanju u ranoj dobi djece za razvoj budućih poremećaja u ponašanju, u usporedbi s internaliziranim problemima, znatno viša. Smatra se da dječaci češće manifestiraju eksternalizirane probleme, dok su djevojčice sklonije internaliziranim problemima (Gritti i sur., 2014;Poulou, 2015;Velki, Kuterovac i Jagodić, 2015;Maglica, Reić Ercegovac i Ljubetić, 2020). Ove se razlike jednim dijelom mogu objasniti biološkim čimbenicima, ali i mogućim razlikama u odgoju dječaka i djevojčica.…”

“…Ogundele (2018) pointed out that several studies have concluded that children with externalised behavioural problems in early childhood face a significantly higher risk of future behavioural disorders than those with internalised problems. Additionally, boys are more likely to manifest externalised problems, while girls are more prone to internalised problems (Gritti et al, 2014;Poulou, 2015;Velki, Kuterovac, & Jagodić, 2015;Maglica, Reić Ercegovac, & Ljubetić, 2020). These differences can be partially explained by biological factors, but also by differences in the upbringing of boys and girls.…”