Among the key principles of early childhood learning is the central role of parenting. Put in the plainest language: It matters.
But how much? And in what types?
Three researchers from the Department of Education at Murdoch University in Perth, Australia conducted a systematic review of research around the question. Their report titled Parental Behaviours Predicting Early Childhood Executive Functions: a Meta-Analysis was published in Educational Psychology Review last year.
The researchers note:
“Recent research indicates that parental behaviours may influence the development of executive functions (EFs) during early childhood, which are proposed to serve as domain-general building blocks for later classroom behaviour and academic achievement. However, questions remain about the strength of the association between parenting and child EFs, more specifically which parental behaviours are most strongly associated with child EFs, and whether there is a critical period in early childhood during which parental behaviour is more influential.”
To address the question, they performed a meta-review “to determine the strength of the relation between various parental behaviours and EFs in children aged 0 to 8 years.”
The approach: “We identified 42 studies published between 2000 and 2016, with an average of 12.77 months elapsing in the measurement of parent and child variables. Parental behaviours were categorised as positive (e.g. warmth, responsiveness, sensitivity), negative (e.g. control, intrusiveness, detachment) and cognitive (e.g. autonomy support, scaffolding, cognitive stimulation).”
The results “revealed significant associations (ps < .001) between composite EF and positive (r = .25), negative (r = −.22) and cognitive (r = .20) parental behaviours. Associations between cognitive parental behaviours and EFs were significantly moderated by child age, with younger children showing a stronger effect size, whereas positive and negative parental behaviours showed a stable association with EFs across ages.”
In other words, the authors conclude that “modest, naturally occurring associations exist between parental behaviours and future EFs and that early childhood may be a critical period during which cognitive parental behaviour is especially influential.”