The Effects of Maternal Autonomy Support on Preschoolers’ Emotional and Social Competence: The Mediating Effect of Preschoolers’ Executive Function

The purpose of this study was to develop and implement a social cognitive reinforcement program for children with social communication disorders and to substantiate its effects by comparing it with social skills training programs. Methods: Twenty-one children with social communication disorders were selected through CCC-2, K-SCQ, K-WISC-III and clinical interviews. Children were randomly assigned to each of two experimental groups, and control group. Experimental group 1 received 10 sessions of the social cognitive reinforcement program, whereas experimental group 2 received 10 sessions of a social skills training program. No interventions were provided to the control group. Results and Conclusion: The results of this study are as follows. First, when compared to the results of the other groups' post-tests by groups, experimental group 1 displayed significant differences in Stroop, digit span and Reading the Mind in the Eyes tests, as well as comprehension, nonverbal communication, self-assertion, and self-control. Experimental group 1 was also demonstrated a significant increase in the scores for CCTT-2, picture arrangement, read the mind, and picture completion. Second, in a three-month follow-up, the experimental group 1 showed a significant differences in executive function, Reading the Mind in the Eyes test results, picture arrangement, mind reading, picture completion, pragmatic communication, and social skills.

“…S Lee & Cho, 2008)(Carlson, Moses, & Hix 1998;Fisher & Happé, 2005;J. Moon & Shin, 2017;Moses, 2001;Perner & Lang, 2000; Rusell, Jarrold, & Potel, 1994;.…”

mentioning

confidence: 99%

Social Cognitive Reinforcement Program for Children with Social Communication Disorders

Jung¹,

Kim²,

Park³

2018

Effects of Maternal Parenting Behavior and Preschoolers’ Executive Function on Preschoolers’ Theory of Mind

장¹,

신²

2018

Self Cite

The main purposes of this study were to examine the effects of maternal parenting behavior on preschoolers' theory of mind and to explore the role of executive function in the process. Methods: A total of 403 preschoolers between the ages of 3 and 5 years and their mothers participated in this study. Mothers responded to a questionnaire that included items from Parenting Behavior Scale, Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P), and Children's Social Understanding Scale (CSUS). Results: Results indicated that maternal parenting behavior did not have a direct effect on preschoolers' theory of mind. In contrast, the indirect effect of maternal parenting behavior on preschoolers' theory of mind through executive function was significant. In other words, positive parenting behavior led to higher levels of executive function, and as the level of preschooler's executive function was higher, the preschoolers showed higher levels of theory of mind. Conclusion: The findings indicate that in addition to laboratory assessments of performance of executive function and theory of mind, parent-report measures may be useful as an additional source of information about individual differences in executive function and theory of mind. The relations between executive function and theory of mind during the preschool period and their developmental origins are highlighted in the discussion.

Linking Mechanisms between Attachment Quality During Infancy and Preschoolers’ Social Competence: Focusing on Continuity of Maternal Parenting Stress, Social Interaction, and Warmth

문¹

2020

Youngkyung Moon: , Objectives: This study examined an integrated model of maternal parenting stress, social interaction, and warmth as linking mechanisms between preschooler's attachment quality at age 1 and social competence at age 6. Methods: Participants were 172 preschoolers (89 boys and 83 girls all aged 6) and their mothers recruited for the in-depth Korea Child Panel Study. Results: Attachment security at age 1 indirectly affected preschoolers' social competence at age 6, mediated by the continuity of maternal parenting stress from age 2 to 6 and the continuity of maternal social interaction and warmth from age 2 to 6. Additionally, maternal parenting stress affected maternal parenting behavior during the same period. Attachment security at age 1 did not directly affect preschoolers' social competence at age 6. Conclusion: This study showed that the parenting environment and maternal social interaction and warmth should be considered to explain the effects of attachment security during infancy on preschoolers' social competence.