Top

Clinical Child and Family Psychology Review

Gepubliceerd in:

04-02-2019

Promoting Self-Regulation in Young Children: The Role of Parenting Interventions

Auteurs: Alina Morawska, Cassandra K. Dittman, Julie C. Rusby

Gepubliceerd in: Clinical Child and Family Psychology Review | Uitgave 1/2019

Abstract

Self-regulation is a foundational skill in childhood and underpins various positive and negative outcomes throughout childhood, adolescence and into adulthood. Parents and the way they parent their children play a key role in the development of young children’s self-regulatory capacity. However, there is limited evidence for the effectiveness of parenting interventions on child self-regulatory outcomes. This paper provides an overview of the role of parenting in the development of child self-regulation and a summary of the evidence base for parenting interventions to promote self-regulation in children under age eight, focusing on infancy, the toddler/preschooler period, and early school-age. We conclude by examining the gaps in this field of research and providing directions for future research.

vorige artikel Applying Self-Regulation Principles in the Delivery of Parenting Interventions

volgende artikel Promoting Children’s Healthy Habits Through Self-Regulation Via Parenting

August, G. J., Realmuto, G. M., Hektner, J. M., & Bloomquist, M. L. (2001). An integrated components preventive intervention for aggressive elementary school children: The Early Risers program. Journal of Consulting and Clinical Psychology, 69(4), 614–626. https://doi.org/10.1037/0022-006X.69.4.614.PubMedCrossRef

Baron, A., & Malmberg, L.-E. (2017). A vicious or auspicious cycle: The reciprocal relation between harsh parental discipline and children’s self-regulation. European Journal of Developmental Psychology. https://doi.org/10.1080/17405629.2017.1399875.CrossRef

Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self-regulation: Early parenting precursors of young children’s executive functioning. Child Development, 81(1), 326–339. https://doi.org/10.1111/j.1467-8624.2009.01397.x.PubMedCrossRef

Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111–127. https://doi.org/10.1037/0003-066X.57.2.111.PubMedCrossRef

Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899–911. https://doi.org/10.1017/S0954579408000436.PubMedPubMedCentralCrossRef

Blair, C., Raver, C. C., Berry, D. J., & Project, F. L., I (2014). Two approaches to estimating the effect of parenting on the development of executive function in early childhood. Developmental Psychology, 50(2), 554–565. https://doi.org/10.1037/a0033647.PubMedCrossRef

Bridgett, D. J., Burt, N. M., Edwards, E. S., & Deater-Deckard, K. (2015). Intergenerational transmission of self-regulation: A multidisciplinary review and integrative conceptual framework. Psychological Bulletin, 141(3), 602–654. https://doi.org/10.1037/a0038662.PubMedPubMedCentralCrossRef

Chang, H., Shaw, D. S., Dishion, T. J., Gardner, F., & Wilson, M. N. (2014). Direct and indirect effects of the family check-up on self-regulation from toddlerhood to early school-age. Journal of Abnormal Child Psychology, 42(7), 1117–1128. https://doi.org/10.1007/s10802-014-9859-8.PubMedPubMedCentralCrossRef

Chang, H., Shaw, D. S., Dishion, T. J., Gardner, F., & Wilson, M. N. (2015). Proactive parenting and children’s effortful control: Mediating role of language and indirect intervention effects. Social Development, 24(1), 206–223. https://doi.org/10.1111/sode.12069.CrossRef

Conduct Problems Prevention Research Group. (1999). Initial impact of the fast track prevention trial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67(5), 631–647. https://doi.org/10.1037/0022-006X.67.5.631.PubMedCentralCrossRef

Conduct Problems Prevention Research Group. (2010). Fast track intervention effects on youth arrests and delinquency. Journal of Experimental Criminology, 6(2), 131–157. https://doi.org/10.1007/s11292-010-9091-7.PubMedCentralCrossRef

Conduct Problems Prevention Research Group. (2015). Impact of early intervention on psychopathology, crime, and well-being at age 25. American Journal of Psychiatry, 172(1), 59–70. https://doi.org/10.1176/appi.ajp.2014.13060786.CrossRef

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4–12 years old. Science, 333(6045), 959–964. https://doi.org/10.1126/science.1204529.PubMedPubMedCentralCrossRef

Dozier, M., Peloso, E., Lewis, E., Laurenceau, J.-P., & Levine, S. (2008). Effects of an attachment-based intervention on the cortisol production of infants and toddlers in foster care. Development and Psychopathology, 20(3), 845–859. https://doi.org/10.1017/S0954579408000400.PubMedPubMedCentralCrossRef

Dumas, J. E., Nissley, J., Nordstrom, A., Smith, E. P., Prinz, R. J., & Levine, D. W. (2005). Home chaos: Sociodemographic, parenting, interactional, and child correlates. Journal of Clinical Child and Adolescent Psychology, 34(1), 93–104. https://doi.org/10.1207/s15374424jccp3401_9.PubMedCrossRef

Eisenberg, N., Valiente, C., & Eggum, N. D. (2010). Self-regulation and school readiness. Early education and development, 21(5), 681–698. https://doi.org/10.1080/10409289.2010.497451.PubMedPubMedCentralCrossRef

Fay-Stammbach, T., Hawes, D. J., & Meredith, P. (2014). Parenting influences on executive function in early childhood: A review. Child Development Perspectives, 8(4), 258–264. https://doi.org/10.1111/cdep.12095.CrossRef

Feinberg, M. E., Kan, M. L., & Goslin, M. C. (2009). Enhancing coparenting, parenting, and child self-regulation: Effects of family foundations 1 year after birth. Prevention Science, 10(3), 276–285. https://doi.org/10.1007/s11121-009-0130-4.PubMedPubMedCentralCrossRef

Feldman, R. (2009). The development of regulatory functions from birth to 5 years: Insights from premature infants. Child Development, 80(2), 544–561. https://doi.org/10.1111/j.1467-8624.2009.01278.x.PubMedCrossRef

Feldman, R., Weller, A., Sirota, L., & Eidelman, A. I. (2002). Skin-to-skin contact (kangaroo care) promotes self-regulation in premature infants: Sleep-wake cyclicity, arousal modulation, and sustained exploration. Developmental Psychology, 38(2), 194–207. https://doi.org/10.1037/0012-1649.38.2.194.PubMedCrossRef

Funderburk, B. W., & Eyberg, S. (2011). Parent–child interaction therapy. In G. R. V. J. C. Norcross & D. K. Freedheim (Eds.), History of psychotherapy: Continuity and change (2nd ed., pp. 415–420). Washington, DC, US: American Psychological Association.CrossRef

Graziano, P. A., Keane, S. P., & Calkins, S. D. (2010). Maternal behavior and children’s early emotion regulation skills differentially predict development of children’s reactive control and later effortful control. Infant and Child Development, 19(4), 333–353. https://doi.org/10.1002/icd.670.PubMedPubMedCentralCrossRef

Jaramillo, J. M., Rendón, M. I., Muñoz, L., Weis, M., & Trommsdorff, G. (2017). Children’s self-regulation in cultural contexts: The role of parental socialization theories, goals, and practices. Frontiers in Psychology. 8, 923. https://doi.org/10.3389/fpsyg.2017.00923.PubMedPubMedCentralCrossRef

Karreman, A., van Tuijl, C., van Aken, M. A. G., & Deković, M. (2006). Parenting and self-regulation in preschoolers: a meta-analysis. Infant and Child Development, 15(6), 561–579. https://doi.org/10.1002/icd.478.CrossRef

Kim, S., & Kochanska, G. (2012). Child temperament moderates effects of parent–child mutuality on self-regulation: A relationship-based path for emotionally negative infants. Child Development, 83(4), 1275–1289. https://doi.org/10.1111/j.1467-8624.2012.01778.x.PubMedPubMedCentralCrossRef

Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36(2), 220–232. https://doi.org/10.1037/0012-1649.36.2.220.PubMedCrossRef

Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18(2), 199–214. https://doi.org/10.1037/0012-1649.18.2.199.CrossRef

Kumpfer, K. L., Alvarado, R., Tait, C., & Turner, C. (2002). Effectiveness of school-based family and children’s skills training for substance abuse prevention among 6-8-year-old rural children. Psychology of Addictive Behaviors, 16(4), S65–S71. https://doi.org/10.1037/0893-164X.16.4S.S65.PubMedCrossRef

Landry, S. H., Zucker, T. A., Williams, J. M., Merz, E. C., Guttentag, C. L., & Taylor, H. B. (2017). Improving school readiness of high-risk preschoolers: Combining high quality instructional strategies with responsive training for teachers and parents. Early Childhood Research Quarterly, 40, 38–51. https://doi.org/10.1016/j.ecresq.2016.12.001.CrossRef

LeCuyer, E. A., & Zhang, Y. (2015). An integrative review of ethnic and cultural variation in socialization and children’s self-regulation. Journal of Advanced Nursing, 71(4), 735–750. https://doi.org/10.1111/jan.12526.PubMedCrossRef

Lengua, L. J., Honorado, E., & Bush, N. R. (2007). Contextual risk and parenting as predictors of effortful control and social competence in preschool children. Journal of Applied Developmental Psychology, 28(1), 40–55. https://doi.org/10.1016/j.appdev.2006.10.001.PubMedPubMedCentralCrossRef

Lengua, L. J., Kiff, C., Moran, L., Zalewski, M., Thompson, S., Cortes, R., & Ruberry, E. (2014). Parenting mediates the effects of income and cumulative risk on the development of effortful control. Social Development, 23(3), 631–649. https://doi.org/10.1111/sode.12071. doi.CrossRef

Lewis-Morrarty, E., Dozier, M., Bernard, K., Terracciano, S. M., & Moore, S. V. (2012). Cognitive flexibility and theory of mind outcomes among foster children: Preschool follow-up results of a randomized clinical trial. Journal of Adolescent Health, 51(2 Suppl), 17–22. https://doi.org/10.1016/j.jadohealth.2012.05.005.CrossRef

Lundahl, B., Risser, H. J., & Lovejoy, M. C. (2006). A meta-analysis of parent training: Moderators and follow-up effects. Clinical Psychology Review, 26, 86–104. https://doi.org/10.1016/j.cpr.2005.07.004.PubMedCrossRef

Masten, A. S., & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22(3), 491–495. https://doi.org/10.1017/S0954579410000222.PubMedCrossRef

Matheny, A., Wachs, T., Ludwig, J., & Phillips, K. (1995). Bringing order out of chaos: Psychometric characteristics of the confusion, hubbub, and order scale. Journal of Applied Developmental Psychology, 16, 429–444.CrossRef

McClelland, M. M., & Cameron, C. E. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 2011(133), 29–44. https://doi.org/10.1002/cd.302. doi.PubMedCrossRef

McClelland, M. M., & Cameron, C. E. (2012). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6(2), 136–142. https://doi.org/10.1111/j.1750-8606.2011.00191.x.CrossRef

Meldrum, R. C., Trucco, E. M., Cope, L. M., Zucker, R. A., & Heitzeg, M. M. (2018). Brain activity, low self-control, and delinquency: An fMRI study of at-risk adolescents. Journal of Criminal Justice, 56, 107–117. https://doi.org/10.1016/j.jcrimjus.2017.07.007.PubMedCrossRef

Mihelic, M., Morawska, A., & Filus, A. (2017). Effects of early parenting interventions on parents and infants: A meta-analytic review. Journal of Child and Family Studies, 26, 1507–1526. https://doi.org/10.1007/s10826-017-0675-y.CrossRef

Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H.,.. . Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693–2698. https://doi.org/10.1073/pnas.1010076108.CrossRef

Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016). The development of self-regulation across early childhood. Developmental Psychology, 52(11), 1744–1762. https://doi.org/10.1037/dev0000159.PubMedPubMedCentralCrossRef

Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16(2), 361–388. https://doi.org/10.1111/j.1467-9507.2007.00389.x.PubMedCrossRef

Nigg, J. T. (2017). Annual research review: On the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibition for developmental psychopathology. Journal of Child Psychology and Psychiatry, 58(4), 361–383. https://doi.org/10.1111/jcpp.12675. doi.PubMedCrossRef

O’Connor, E. E., Cappella, E., McCormick, M. P., & McClowry, S. G. (2014). An examination of the efficacy of INSIGHTS in enhancing the academic and behavioral development of children in early grades. Journal of Educational Psychology, 106(4), 1156–1169. https://doi.org/10.1037/a0036615.CrossRef

Pandey, A., Hale, D., Das, S., Goddings, A., Blakemore, S., & Viner, R. M. (2018). Effectiveness of universal self-regulation–based interventions in children and adolescents: A systematic review and meta-analysis. JAMA Pediatrics, 172(6), 566–575. https://doi.org/10.1001/jamapediatrics.2018.0232.PubMedPubMedCentralCrossRef

Piotrowski, J. T., Lapierre, M. A., & Linebarger, D. L. (2013). Investigating correlates of self-regulation in early childhood with a representative sample of english-speaking American families. Journal of Child and Family Studies, 22(3), 423–436. https://doi.org/10.1007/s10826-012-9595-z.PubMedCrossRef

Piquero, A. R., Jennings, W. G., Farrington, D. P., Diamond, B., & Gonzalez, J. M. R. (2016). A meta-analysis update on the effectiveness of early self-control improvement programs to improve self-control and reduce delinquency. Journal of Experimental Criminology, 12(2), 249–264. https://doi.org/10.1007/s11292-016-9257-z.CrossRef

Posner, M. I., & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Development and Psychopathology, 12(3), 427–441.CrossRef

Riva Crugnola, C., Ierardi, E., Ferro, V., Gallucci, M., Parodi, C., & Astengo, M. (2016). Mother-infant emotion regulation at three months: The role of maternal anxiety, depression and parenting stress. Psychopathology, 49(4), 285–294. https://doi.org/10.1159/000446811.PubMedCrossRef

Roskam, I., Stievenart, M., Meunier, J.-C., & Noël, M.-P. (2014). The development of children’s inhibition: Does parenting matter? Journal of Experimental Child Psychology, 122, 166–182. https://doi.org/10.1016/j.jecp.2014.01.003.PubMedCrossRef

Sanders, M. R. (2012). Development, evaluation, and multinational dissemination of the triple P-positive parenting program. Annual Review of Clinical Psychology, 8, 345–379. https://doi.org/10.1146/annurev-clinpsy-032511-143104.PubMedCrossRef

Sanders, M. R., Kirby, J. N., Tellegen, C. L., & Day, J. J. (2014). The triple P-positive parenting program: A systematic review and meta-analysis of a multi-level system of parenting support. Clinical Psychology Review, 34(4), 337–357. https://doi.org/10.1016/j.cpr.2014.04.003.PubMedCrossRef

Sanders, M. R., & Mazzucchelli, T. G. (2012). The promotion of self-regulation through parenting interventions. In Vassilis Barkoukis (Ed.), Psychology of self-regulation (pp. 103–119). New York: Nova Science Publishers, Inc.

Sanders, M. R., & Mazzucchelli, T. G. (2013). The promotion of self-regulation through parenting interventions. Clinical Child and Family Psychology Review, 16(1), 1–17. https://doi.org/10.1007/s10567-013-0129-z.PubMedCrossRef

Sandler, I. N., Schoenfelder, E. N., Wolchik, S. A., & MacKinnon, D. P. (2011). Long-term impact of prevention programs to promote effective parenting: Lasting effects but uncertain processes. Annual Review of Psychology, 62(1), 299–329. https://doi.org/10.1146/annurev.psych.121208.131619. doi.PubMedPubMedCentralCrossRef

Sheridan, S. M., Knoche, L. L., Edwards, C. P., Bovaird, J. A., & Kupzyk, K. A. (2010). Parent engagement and school readiness: Effects of the getting ready intervention on preschool children’s social-emotional competencies. Early Education and Development, 21(1), 125–156. https://doi.org/10.1080/10409280902783517.PubMedPubMedCentralCrossRef

Somech, L. Y., & Elizur, Y. (2012). Promoting self-regulation and cooperation in pre-kindergarten children with conduct problems: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 51(4), 412–422. https://doi.org/10.1016/j.jaac.2012.01.019.CrossRef

Sorensen, L. C., Dodge, K. A., & Conduct Problems Prevention Research Group (2016). How does the fast track intervention prevent adverse outcomes in young adulthood? Child Development, 87(2), 429–445. https://doi.org/10.1111/cdev.12467.PubMedCrossRef

Steinberg, L. (2018). Regulating our enthusiasm for self-regulation interventions. JAMA Pediatrics. https://doi.org/10.1001/jamapediatrics.2018.0376.PubMedCrossRef

Tamm, L., & Nakonezny, P. A. (2015). Metacognitive executive function training for young children with ADHD: A proof-of-concept study. ADHD Attention Deficit and Hyperactivity Disorders, 7(3), 183–190. https://doi.org/10.1007/s12402-014-0162-x.PubMedCrossRef

Tamm, L., Nakonezny, P. A., & Hughes, C. W. (2014). An open trial of a metacognitive executive function training for young children with ADHD. Journal of Attention Disorders, 18(6), 551–559. https://doi.org/10.1177/1087054712445782.PubMedCrossRef

Thompson, R. A., & Raikes, H. A. (2007). The social and emotional foundations of school readiness social and emotional health in early childhood: Building bridges between services and systems (pp. 13–35). Baltimore: Paul H Brookes Publishing.

Valcan, D. S., Davis, H., & Pino-Pasternak, D. (2017). Parental behaviours predicting early childhood executive functions: A meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-017-9411-9.CrossRef

Vernon-Feagans, L., Willoughby, M., & Garrett-Peters, P. (2016). Predictors of behavioral regulation in kindergarten: Household chaos, parenting, and early executive functions. Developmental Psychology, 52(3), 430–441. https://doi.org/10.1037/dev0000087.PubMedPubMedCentralCrossRef

Webster-Stratton, C., & McCoy, K. P. (2015). Bringing the incredible years® programs to scale. New Directions for Child and Adolescent Development, 2015(149), 81–95. https://doi.org/10.1002/cad.20115. doi.PubMedCrossRef

Williams, K. E., & Berthelsen, D. (2017). The development of prosocial behaviour in early childhood: Contributions of early parenting and self-regulation. International Journal of Early Childhood, 49(1), 73–94. https://doi.org/10.1007/s13158-017-0185-5.CrossRef

Wu, Y.-C., Hsieh, W.-S., Hsu, C.-H., Chang, J.-H., Chou, H.-C., Hsu, H.-C.,.. . Jeng, S.-F. (2016). Intervention effects on emotion regulation in preterm infants with very low birth weight: A randomized controlled trial. Research in Developmental Disabilities, 48, 1–12. https://doi.org/10.1016/j.ridd.2015.10.016.PubMedCrossRef

Titel: Promoting Self-Regulation in Young Children: The Role of Parenting Interventions
Auteurs: Alina Morawska
Cassandra K. Dittman
Julie C. Rusby
Publicatiedatum: 04-02-2019
Uitgeverij: Springer US
Gepubliceerd in: Clinical Child and Family Psychology Review / Uitgave 1/2019
Print ISSN: 1096-4037
Elektronisch ISSN: 1573-2827
DOI: https://doi.org/10.1007/s10567-019-00281-5

Bohn Stafleu van Loghum

Promoting Self-Regulation in Young Children: The Role of Parenting Interventions

Abstract

Andere artikelen Uitgave 1/2019

Measuring Young Children’s Executive Function and Self-Regulation in Classrooms and Other Real-World Settings

Self-Regulation Approach to Training Child and Family Practitioners

An Integrated Model of Regulation for Applied Settings

Promoting Children’s Healthy Habits Through Self-Regulation Via Parenting

Applying Self-Regulation Principles in the Delivery of Parenting Interventions

Towards Scalable, Integrative Assessment of Children’s Self-Regulatory Capabilities: New Applications of Digital Technology

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Measuring Young Children’s Executive Function and Self-Regulation in Classrooms and Other Real-World Settings

Self-Regulation Approach to Training Child and Family Practitioners

An Integrated Model of Regulation for Applied Settings

Promoting Children’s Healthy Habits Through Self-Regulation Via Parenting

Applying Self-Regulation Principles in the Delivery of Parenting Interventions

Towards Scalable, Integrative Assessment of Children’s Self-Regulatory Capabilities: New Applications of Digital Technology