Observing mother and child behavior in a problem-solving situation at school entry: Relations with classroom adjustment.

Pianta, Robert C.; Smith, Nicholas; Reeve, Ronald E.

doi:10.1037/h0088238

Cited by 69 publications

(50 citation statements)

References 17 publications

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“…Research has shown that parent involvement, increasingly conceptualized in various forms (Epstein, 1996;García-Coll et al, 2002;Fantuzzo, Tighe, & Childs, 2000), has been positively associated with children's social, emotional, and academic outcomes during and beyond the ages of schooling (Connors & Epstein, 1995;Fantuzzo, McWayne, Perry, & Childs, 2004;Griffith, 1996;Pianta, Smith, & Reeve, 1991;Shannon et al, 2002). These positive associations have been corroborated by recent meta-analyses, with results that cut across cultures, age groups, and socioeconomic status (SES; Fan & Chen, 2001;Jeynes, 2005Jeynes, , 2007.…”

Section: Parent Involvementmentioning

confidence: 98%

Considerations for Studying Father Involvement in Early Childhood Among Latino Families

Campos

2008

Hispanic Journal of Behavioral Sciences

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Over the last three decades there has been a notable increase in interest about fathers and their role in the socioemotional, academic, and cognitive development of young children. Concurrently, there has been a shift in this nation's ethnic minority demography, where Latinos are now the nation's largest minority group. The father-involvement literature in early childhood is scarce, particularly the scholarship focused on Latino fathers. Furthermore, several conceptual and methodological shortcomings in the exploration of Latino fathers exist. This review explores the following questions: To what extent has the literature explored father involvement in early childhood among Latino fathers? What is the quality of the conceptual and methodological rigor of these studies? What are the salient themes of the literature? Finally, the review will present considerations for studying fathers of young children within Latino communities.

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Section: Parent Involvementmentioning

confidence: 98%

Considerations for Studying Father Involvement in Early Childhood Among Latino Families

Campos

2008

Hispanic Journal of Behavioral Sciences

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“…For example, a large number of studies demonstrate the importance of various parameters of child-parent interaction in the prediction of a range of academic competencies in the early school years (e.g., de Ruiter & van IJzendoorn, 1993;Pianta & Harbers, in press;Pianta, Smith, & Reeve, 1991, Rogoff, 1990). These relations between mother-child interaction and children's competence in mastering classroom academic tasks reflect the extent to which basic task-related skills such as attention, conceptual development, communication skills, and reasoning emerge from, and remain embedded within, a matrix of interactions with caregivers and other adults.…”

Section: Nonetheless Relationships Do Incorporate Features Of Indivimentioning

confidence: 98%

Adult–Child Relationship Processes and Early Schooling

Pianta¹

1997

Early Education & Development

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164

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“…Repeated experiences of these kinds would be expected to increase motivation to engage in learning, stabilise this tendency over time, and promote its generalization to other contexts (Rothbart & Jones, 1998). The notion that these processes may be influenced by the quality of early primary caregiving relationships has been strongly advocated by Pianta, Smith, and Reeve (1991). Although limited research has directly explored the role of early attachment security in engagement with learning at This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Attachment Self-regulation and Engagement With Learningmentioning

confidence: 99%

“…school, there is good evidence that the quality of parent-child interaction, itself a reliable if modest predictor of attachment security (De Wolff & van IJzendoorn, 1997), is related to child competence and behavior problems in the classroom (Pianta & Harbers, 1996;Pianta et al, 1991).…”

Section: Attachment Self-regulation and Engagement With Learningmentioning

confidence: 99%

From early attachment to engagement with learning in school: The role of self-regulation and persistence.

Drake

Belsky

Fearon

2014

Developmental Psychology

125

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This article presents theoretical arguments and supporting empirical evidence suggesting that attachment experiences in early life may be important in the later development of self-regulation and conscientious behavior. Analyses of data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (NICHD Early Child Care Research Network, 2005; N = 1,149) were conducted to test the association between attachment, measured at 15 and 36 months, and 3 measures of self-regulation (social self-control rated by teachers, task persistence as measured by observers in a series of lab tasks, and a continuous performance test) between Grades 1 and 5. Mediational analyses were also conducted to test whether self-regulation mediates the effect of attachment on children’s engagement with learning in the classroom, as measured by direct observation. The results confirmed the hypothesis that attachment would be related to later self-regulation, but only for social self-control, and attentional impulsivity, not task persistence. Furthermore, social self-control at Grade 1 mediated the effect of attachment (at both 15 and 36 months) on school engagement at Grade 5, even when Grade 1 school engagement was statistically controlled. The discussion focuses on the potential importance of early attachment experiences for the development and maintenance of conscientiousness across the lifespan.

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Observing mother and child behavior in a problem-solving situation at school entry: Relations with classroom adjustment.

Cited by 69 publications

References 17 publications

Considerations for Studying Father Involvement in Early Childhood Among Latino Families

Considerations for Studying Father Involvement in Early Childhood Among Latino Families

Adult–Child Relationship Processes and Early Schooling

From early attachment to engagement with learning in school: The role of self-regulation and persistence.

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