The effectiveness of a parent-training program for promoting cognitive performance in preschool children

Abstract

The study aims to evaluate the effectiveness of a parent training program for promoting cognitive performance of young children through enriching the parent-child interactions among mothers of preschool-aged children in Mashhad, Iran. A total of 29 couples of mothers and their children were assigned to an experimental group (n = 16 couples) and a control group (n = 13 couples). Mothers in the experimental group participated in 12 weekly sessions and were trained how to enrich their daily parent-child interactions as such. Children’s cognitive performance was assessed by three subscales of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). The results of the analysis of covariance (ANCOVA) indicated a significant difference between the experimental and control group. The findings support the effectiveness of the parent training program for enhancing cognitive performance in preschoolers.

The Effects of Mother-Child Mediated Learning Strategies on Cognitive Modifiability and Psychological Resilience of Children With Learning Disabilities: A Replication of Tzuriel and Shomron’s Study (2018) With Nigerian Children

“…Tzuriel and Caspi (2017) found that peer mediation and mother-child interaction had significant effects on children’s MLE strategies and CM. Vahidi et al (2017) found that parent-child interactions had a significant effect on preschool children’s cognitive performance. Tzuriel and Shomron (2018) found that mother-child MLE strategies significantly predicted PR and CM of children with LD.…”

“…The quantity and quality of mother-child interactions can influence many features of child development, including social, emotional, and cognitive ones (Vahidi et al, 2017). However, in this present world that is rapidly changing and demands that children need to acquire knowledge and many skills to be qualified individuals, many parents are concerned about their children’s cognitive development (Vahidi et al, 2017).…”

“…In this context, it is the responsibility of the mediator to find the right mediation process for every individual with LD to contribute to the process of intelligence modifiability (Feuerstein et al, 2002). The quantity and quality of mother-child interactions can influence many features of child development, including social, emotional, and cognitive ones (Vahidi et al, 2017). However, in this present world that is rapidly changing and demands that children need to acquire knowledge and many skills to be qualified individuals, many parents are concerned about their children’s cognitive development (Vahidi et al, 2017).…”

“…Previous studies conducted with children without LD indicated that interventions for supporting mother-child interactions had a significant role in improving the mothers’ MLE strategies, which in turn linked to children’s cognitive performance/modifiability and PR in early and middle childhood (Tzuriel & Caspi, 2017; Vahidi et al, 2017). In the context of LD, researchers also argued that MLE strategies significantly predicted PR and CM of children with LD.…”