The Interaction of the Parent with the Young Child: Structure and Dynamics of Parental Responsiveness

The paper presents the results of the empirical study that aims to build an average group profile of parent responsiveness (PR) for parents with typically and atypically developing children before 3 years of age and to compare average PR profiles between these groups. Seventy parents with typically developing children and 32 parents with atypically developing children (autism, Down syn- drome, intellectual disabilities) between 10 and 36 months of age participated in the present study. The first sample was divided into two sub-groups: parents with typically developing children younger than 12 months of age (infants), and parents with typically developing children between 12 and 36 months of age (toddlers). Parents with atypically developing children were set as one group. The study used the PATTERN technology that employs video observations. Parent responsiveness was assessed on 4 scales (Dominance, Apathy, Sensitivity, and Support); group and individual PR profiles were constructed according to these scales. Sample comparison was conducted using Student’s t-test and Mann-Whitney U test. It has been shown that the PR to typically developing children differs compared to atypically developing children. Parents of atypically developing children are more inclined to dominate and are also characterized by greater psychological apathy. The age of typically developing children influences the nature of PR.

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Supporting Children’s Communication Development through Parental Education

Sultana,

C. Purdy

2024

Parenting Styles and Practices [Working Title]

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This chapter explores the pivotal role of parental education in addressing the complexities of modern-day parenting, particularly in supporting children’s communication development. Communication is a key aspect of early development which underpins children’s social–emotional and cognitive development. This chapter reports the impact of parents’ communication styles on child speech, language and communication development and aims to equip parents with the skills to use communication strategies and successfully engage with parent education teaching methodologies. Through evidence-based strategies and collaboration, parents can be empowered to create an environment that is conducive to holistic growth and learning for their children. When challenges arise – whether they stem from communication or learning difficulties, social conflicts, academic or other setbacks – parents equipped with effective strategies and understanding can support and advocate for their children. By fostering an environment that supports children’s holistic development including communication and learning, parents can effectively support their children’s overall growth.

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The Interaction of the Parent with the Young Child: Structure and Dynamics of Parental Responsiveness

Cited by 3 publications

References 15 publications

Socialized co-present phone use and parent-child relationship satisfaction: A dyadic investigation with the indirect roles of self-disclosure and responsiveness

Socialized co-present phone use and parent-child relationship satisfaction: A dyadic investigation with the indirect roles of self-disclosure and responsiveness

Parent-Сhild Interaction During Early Childhood: Comparative Analysis of Parent Responsiveness Profile Among Dyads with Typically and Atypically Developing Children

Supporting Children’s Communication Development through Parental Education

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