Parental contributors to children’s persistence and school readiness

Prendergast, Sarah; MacPhee, David

doi:10.1016/j.ecresq.2018.05.005

Cited by 28 publications

(21 citation statements)

References 70 publications

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“…Children were randomly assigned to one of three conditions: a taking over condition, in which the experimenter stepped in and solved hard puzzles for children, a teaching condition, in which the experimenter helped scaffold children's puzzle solving, as well as a no manipulation baseline condition. The teaching condition was inspired by previous studies on supportive parenting (e.g., Frodi et al, 1985;Kelley et al, 2000;Prendergast & MacPhee, 2018).…”

Section: Studymentioning

confidence: 99%

“…In correlational work with infants and toddlers in Western cultures, parenting that is supportive (e.g., praise, smiling), promotes autonomy (e.g., verbal feedback, helpful scaffolding, responsive to child direction), and uses process praise (e.g., praising effort, not ability) is related to children's current and future task persistence up to one year later (Deater-Deckard et al, 2006;Frodi, Bridges, & Grolnick, 1985;Kelley, Brownell, & Campbell, 2000;Lucca, Horton, & Sommerville, 2019;Prendergast & MacPhee, 2018;Yarrow et al, 1982). This form of supportive parenting is theorized to encourage children's persistence by fostering the development of self-efficacy and a sense of competence.…”

Section: Introductionmentioning

confidence: 99%

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Children Persist Less When Adults Take Over

Leonard¹,

Martinez²,

Dashineau³

et al. 2019

Preprint

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Children need to learn to persist through challenges, yet adults sometimes step in to solve problems for them. Here, we looked at how adult taking over related to children’s persistence. In an observational study (N=34, ages 4-8), we found that parents who took over more often during a challenging puzzle task rated their children as dispositionally less persistent. To establish whether taking over can cause reduced persistence, we ran two preregistered experiments (N=150, ages 4-5). Children assigned to a taking over condition persisted less on a subsequent task compared to those in a teaching or a baseline condition. Reframing the context did not ameliorate the negative impact of taking over. The results suggest that taking over impairs children’s persistence.

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Section: Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Children Persist Less When Adults Take Over

Leonard¹,

Martinez²,

Dashineau³

et al. 2019

Preprint

View full text Add to dashboard Cite

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“…Parents were not able to accurately predict which variables shaped brushing in their own children, but their guesses were consistent with the overall importance of parent encouragement and child mood. Although a great deal of work has explored persistence in infants and preschoolers using correlational and causal methods (e.g., Banerjee & Tamis-LeMonda, 2007;Leonard et al, 2017Leonard et al, , 2020Lucca et al, 2019;Prendergast & MacPhee, 2018;Zimmerman & Blotner, 1979), this is the first study to specifically study persistence in three-year-olds using intensive repeated measures.…”

Section: Discussionmentioning

confidence: 99%

“…In studies that have investigated individual differences in persistence across children, a major predictor of persistence is parenting. Parent encouragement and praise are positively correlated with children's persistence on laboratory tasks (Deater-Deckard et al, 2006;Frodi et al, 1985;Kelley et al, 2000;Lucca et al, 2019;Prendergast & MacPhee, 2018). Experimental work has shown a causal impact of adult encouragement on persistence: children persist longer if an adult verbally reinforces on-task behavior (Krantz & Scarth, 1979) and praises their effort over their ability (Cimpian, et al, 2007;Mueller & Dweck, 1998;Van Hecke & Tracy, 1987), but findings on the strength of pep talks are mixed (Leonard et al, 2020).…”

mentioning

confidence: 99%

Daily fluctuations in young children’s persistence

Leonard¹,

Lydon‐Staley²,

Sds³

et al. 2020

Preprint

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Children’s behavior changes from day to day, but the factors that contribute to its variability are understudied. We developed a novel repeated measures paradigm to study children’s persistence by capitalizing on a task children complete every day: toothbrushing. Children brushed longer on days when their parents encouraged them more (d=0.50), and when children were in a better mood (d=0.13; N=81; 48% female; 36-47 months; 80% white, 14% Multiracial, 10% Hispanic, 2% Asian, 1% Black; 1195 observations). Factors that explain fluctuations in toothbrushing varied by child: some children were sensitive to prior night’s sleep and parent stress, but others were not. The toothbrushing task provides a powerful new paradigm for understanding daily fluctuations in children’s naturalistic behavior.

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“…Related to this, Rolan and Marceau (2018) reports that parental differential treatment have been linked to increase externalizing behaviors in which paternal differential treatment was protective for more youth than maternal differential treatment: older siblings with low self-esteem who experienced paternal differential treatment exhibited decreased externalizing behaviors across adolescence, regardless of age difference. Moreover, Prendergast & MacPhee (2018) have foond some indication that parental scaffolding can promote children's persistence and later school readiness. The involvement and participation from parents will affect the success of ECE, so that the quality of education can be enhanced and in the future the quality of generation will be guarantee (Sutjipto, 2015;3).…”

Section: Law Number 20 Of 2003 On Nationalmentioning

confidence: 99%

Analysis of Factors Affecting Parental Participation Towards Early Childhood Education Program

Kustiani

Fauziyah²

2019

Journal of Nonformal Education

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The lack number of teachers in Wonogiri district urgea participation between parents and organizer of Early Childhood Education (ECE) program. Related to this issue, this study aimed at (1) knowing the implementation of ECE program in Wonogiri district (2) analyzing the forms of parental participation in ECE program (3) analyzing the factors affecting parental participation in ECE program implementation. This study can be catagorized as descriptive research with a quantitative approach. The data analysis technique was using descriptive statistics among ECE program in Wonogiri District, Central Java. The reserach findings showed that (1) ECE program in Wonogiri District was operated under the Education Office of Wonogiri District, especially Non-Formal and Informal Education Unit. It has ECE section focusing on developing ECE services in Wonogiri district (2) most of the respondents had a low level of participation in terms of policies, collaboration, information (3) factors affecting parental participation in ECE program implementation were education, occupation, income as well as distance between home and school.

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Parental contributors to children’s persistence and school readiness

Cited by 28 publications

References 70 publications

Children Persist Less When Adults Take Over

Children Persist Less When Adults Take Over

Daily fluctuations in young children’s persistence

Analysis of Factors Affecting Parental Participation Towards Early Childhood Education Program

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