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Objective: This study aimed to examine the relationship between maltreatment and psychological well-being among preschool children and explore parent–child interaction's moderating role on this association. Methods: This study employed a cross-sectional design and multistage stratified cluster random sampling method. Between December 2022 and January 2023, 180 kindergartens in the Hainan province—encompassing 4,886 newly enrolled children as participants—were selected. All data were collected using an online platform, on which parents or caregivers reported their children's history of abuse and completed the Strengths and Difficulties Questionnaire and Chinese Parent–Child Interaction Scale. Result: The reporting rate of child abuse in Hainan Province was 61.81%. Specifically, frequent physical abuse (odds ratio [ OR ] = 1.44, 95% confidence interval [ CI ] = 1.15–1.80), occasional physical neglect (OR = 1.75, 95% CI = 1.37–2.11), frequent physical neglect (OR = 1.57, 95% CI = 1.31–1.87), and frequent emotional abuse (OR = 1.57, 95% CI = 1.31–1.87) were associated with a higher overall rate of difficulties. Frequent physical abuse (OR = 1.33, 95% CI = 1.08–1.64) and frequent emotional abuse (OR = 1.36, 95% CI = 1.16–1.61) were correlated with a higher rate of prosocial problems. A significant interaction was observed between parent–child interaction and occasional physical neglect on psychological well-being (OR = 0.73, 95% CI = 0.54–0.98, p = 0.035). Conclusion: Preschool children who experience maltreatment exhibit an increased risk of developing psychological health issues, indicating a cumulative effect. Our study indicates that positive parent–child interaction mitigates occasional physical neglect's negative impact on preschool children's psychological well-being but does not exhibit a moderating effect on frequent physical neglect or other forms of maltreatment. [ABSTRACT FROM AUTHOR]

Aim: To determine whether a strength‐based home‐visiting program enhances parent–child interaction during the first year at home for children born extremely preterm (gestational age < 28). Methods: A randomised controlled trial of 130 infants born extremely preterm 2018–2021 in Stockholm, allocated to either the Stockholm preterm interaction‐based intervention (SPIBI) (n = 66) or an extended follow‐up program (n = 64). The intervention group received ten home visits during the first year by a trained interventionist following SPIBI guidelines: an interaction‐based intervention supporting sensitive parental responses to infants' signals. The primary outcome of emotional availability was assessed at 12 months corrected age (CA) using the emotional availability scales (EAS). Results: At 1‐year CA, data were collected from 115/130 (89%) of the included children. There were no significant group differences in emotional availability at 12 months CA. A secondary analysis showed an effect modifier in families with mothers self‐rated as depressed at discharge, with the outcome favouring intervention in the EAS dimension of child involvement. Conclusion: The SPIBI had no significant main effect on emotional availability at 12 months CA. Children of self‐reported depressed mothers displayed superior involvement behaviour in the intervention group, prompting further research on risk groups and potential modifications of post‐discharge interventions. [ABSTRACT FROM AUTHOR]

Parental involvement is crucial for children's stress management, and co-regulation of stress can have a positive effect. To facilitate parental involvement in children's stress management in learning, we proposed an embodied connected system, which provides stress detection, stress information feedback, and encouragement prompts, aiming to help parents better understand and engage in children's stress-regulation process. This article focuses on the impact of interactive encouragement prompts provided to parents on children's stress management. The within-group experiment was used to collect stress data and scales from 36 parent–child groups during a controlled learning experiment, and semi-structured interviews were conducted with parents and children. The results indicate that the encouragement prompts provided to the parents enhance the effectiveness of stress relief in children facilitated by parental involvement. In particular, the psychological stress was reduced, and the communication between parents and children became more effective. In addition, active parental involvement and timely encouragement prompts can improve children's stress-coping abilities, providing an interactive intervention approach for learning stress management. [ABSTRACT FROM AUTHOR]

ABSTRACT E‐books, powered by multimedia and interactive features, are widely used to support young children's language and literacy development. This study examines the relations of e‐book narration and bilingual parent–child talk to children's learning during shared reading. Data from 121 English learners in China and their parents were analyzed using structural equation modeling. Results revealed that e‐book narration, powered by multimedia features, indirectly predicts children's learning outcomes through parent and child talk in English. Specifically, parent talk in English fully mediated the relationship between e‐book narration and children's English vocabulary gains, while parent and child talk in English mediated the association between e‐book narration and story comprehension and retelling. In contrast, parent–child talk in Chinese did not predict any learning outcomes. Video transcript analysis showed that off‐topic talk was more prevalent in Chinese than in English, particularly among children. These findings have implications for app designers, parents, and researchers, emphasizing the importance of parental support in shared e‐book reading and shedding light on the e‐book design for children reading in a foreign language. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Family environment plays a critical role in shaping stress response systems. Concordance between mothers' and children's physiological states, specifically their Respiratory Sinus Arrhythmia (RSA), reflects dyadic co‐regulation. Negative or weakened RSA synchrony during interactions is linked to various psychosocial risks, but existing research has focused on risks in the mother or child as opposed to the dyad. This study examined the association between maternal‐child RSA synchrony and maternal ACEs, given documented associations with offspring RSA, as well as more proximal documented risks, including maternal psychopathology and children's early adversity and psychopathology. Given that sensitive parent–child relationships are a powerful source of resilience, we tested whether parent–child relationship quality buffered associations between maternal ACEs and RSA synchrony.In a community sample of mother–child dyads experiencing high sociodemographic risk and oversampled for exposure to adversity, mothers (n = 123) reported on their ACEs (43.1% ≥4), their 3–5‐year‐old children's exposure to violence, and psychological symptoms. Dyads completed a puzzle task while EKG was recorded, from which maternal and child RSA was derived; parent–child relationship quality during interactions was coded observationally. Multilevel models examined within‐dyad mother–child RSA synchrony across the interaction and between‐dyad predictors of synchrony.Parent–child relationship quality and maternal ACEs co‐contributed to offspring and dyadic physiology. Maternal ACEs predicted dampened RSA in the child and dampened RSA synchrony in the dyad, only among dyads with low observer‐rated parent–child relationship quality during the interaction. In other words, high‐quality parent–child relationship quality buffered the association between maternal ACEs and dampened offspring and dyadic physiology.Results suggest that mothers' early adversity may disrupt physiological regulation at both the individual child and dyadic level. High‐quality parent–child relationships mitigated this effect. [ABSTRACT FROM AUTHOR]

This study investigates the impact of social networks and influencers on family functioning, with a particular focus on how these external influences affect family communication and economic stability. We explore the associations between family members' purchasing behaviors--prompted by influencers--and the communication patterns within families, specifically between parents and children. A quantitative questionnaire was used to examine how products and services promoted by influencers affect family dynamics and communication patterns concerning social networks. Family functioning was assessed using the McMaster Family Functioning Scale, supplemented by the Economic Strain Scale to evaluate financial stress within families. The sample comprised 93 respondents, with significant correlations found between parent-child communication about social networks and family roles. Economic strain emerged as a key factor influencing both social network usage and interactions with influencers. The results underscore that increased family communication predicts higher social network usage within families, while economic strain plays a pivotal role in influencing both the consumption of social network content and interactions with influencers. The findings suggest that social networks and influencers have a profound effect on family functioning, often impairing family dynamics and overall well-being. Economic strain and diminished communication appear to exacerbate the negative impacts, highlighting the need for greater awareness of the potential risks posed by these external influences on families. [ABSTRACT FROM AUTHOR]

For over two decades, researchers have called for strength-based perspectives in socialization research. To date, it is unclear how well other researchers have answered that call. The current study systematically reviewed studies published since 2010 that focused on observed behaviors of parents living in the United States during play interactions with their young child. A total of 47 studies met final inclusion criteria. Methodological information for each study (i.e., ethnic-racial or cultural group inclusion, proportion of white versus people of color) were documented. Additionally, each study was coded based on the negative-, positive-, or neutral-lens used in the study framework or findings. These study features were analyzed to determine 1) if researchers had adopted a positive lens, and 2) if there were certain characteristics of studies that did. Overall, roughly 50% of reviewed studies used a positive- or strength-based lens. We found that when researchers did not include a white comparison group, there was a higher likelihood of positive framing. These findings indicate there is still room for improvement in a more unified adoption of strength-based research. Highlights: Parenting research is particularly susceptible to research bias, as parenting is informed by culturally specific socialization practices. Parenting behavior research in the U.S. uses a strength-based framework about half of the time in observational studies. Parenting studies that include a white participant sample are much more likely to present deficit findings about the non-white participants. [ABSTRACT FROM AUTHOR]

Primary school homework is a common practice internationally, historically viewed as an independent child activity, but more recently recognised as a family accomplishment. Parental involvement in homework has been principally discussed in relation to general and fixed typologies, with parent behaviours categorised into pre‐defined 'types'. This paper challenges that framing by theorising homework as an interactional event. It illustrates that parental involvement is not simply determined by parents' involvement 'type'; rather, as an interactional exercise, homework is negotiated in‐the‐moment by parent and child, in linguistic, embodied and material ways. Based on a corpus of 74 video‐recorded homework sessions collected in England and Italy, and adopting discourse analysis, the article reveals that parents display their understanding of what counts as 'appropriate involvement' and, at the same time, locally negotiate this with their children, often adapting their involvement practices to meet children's explicit or implicit requests. We present this phenomenon as a 'flexible line of involvement' which can shift during each interaction, according to local negotiations embedded within the homework encounter. This shapes the unfolding event, as the parent's moment‐by‐moment responses to their child may result in them 'crossing the line'. By demonstrating the locally negotiated fluidity of parental involvement, this article highlights the complexity of parent–child primary homework, moving beyond common assumptions that homework is either a lone child's activity, a task solely shaped by schools, or the result of fixed types of parental involvement. [ABSTRACT FROM AUTHOR]

Toddlers with autism spectrum disorder (ASD) may exhibit less pretend play than their neurotypical counterparts. Previous research suggests that caregivers' input during play influences children's play behavior, and children's behavior may in turn prompt caregivers of differently developing children to talk about play in different ways. Caregiver input about pretend play during toy play at home was examined at 18‐ and 36‐months in toddlers with an older sibling with ASD, who are at elevated likelihood (EL) for ASD (n = 40), and toddlers with typical likelihood (TL) for ASD (n = 12). EL toddlers were classified into three outcome groups: EL‐ASD (n = 10), EL‐no diagnosis (EL‐ND; n = 14), or EL‐language delays (EL‐LD, n = 16). Caregiver utterances were categorized according to the types of pretend and non‐pretend play suggested (e.g., pretending with inanimate objects vs. using objects for their intended function). Pretend utterances were further categorized as related or unrelated to the child's own actions. All caregivers produced proportionately more utterances about complex types of pretend play over time. At 36 months, caregivers of autistic toddlers produced proportionately fewer pretend play utterances, and proportionately fewer pretend play utterances were related to EL‐ASD toddlers' actions compared to their neurotypical peers. These findings highlight bidirectional effects between caregivers and toddlers during play. While EL‐ASD toddlers may provide less frequent opportunities for caregivers to talk about complex types of pretend play, the current study highlights caregivers' high levels of attunement to their toddlers' play skills. Lay Summary: The current study investigated how caregivers of toddlers with and without autism may differ in the ways they talk about pretend play with their children. Our findings demonstrate that caregivers of autistic toddlers spoke about play related to their toddlers' play actions less frequently, and spoke less frequently about pretend play than caregivers of neurotypical toddlers. However, caregivers of toddlers across groups talked about a variety of types of play. Findings highlight that caregivers are highly attuned to their toddlers' play skills regardless of developmental outcome. This may be especially important in informing early interventions using playtime with a caregiver as context for supporting social and language development for children with autism. [ABSTRACT FROM AUTHOR]

This study aimed to examine the relationship between parents' gender roles and parent-child interaction with a phenomenological approach. The data collected from diverse families from different socioeconomic levels were presented using qualitative analysis. The number of participants in the study was 60 (20 children, 20 fathers, 20 mothers). In the study, families at the middle socioeconomic level work in office jobs in public and private institutions, while families at the low socioeconomic level work in farming and animal husbandry activities. The data collected using a voice recorder with the consent of the participants were analyzed through content analysis following the process of code-category and theme creation. The data collected using a voice recorder with the consent of the participants were analyzed using content analysis. The most striking result of the current study is the reflection of sexist attitudes seen in both socioecoenomic contexts in family interactions on parental interactions with children. As a result of the study, it was concluded that mothers and fathers exhibited attitudes towards gender role stereotypes in their home routines and interactions with children. This situation is more intense in families living at a low socioeconomic level and at a considerable level in other families. Children's interaction with both parents is limited. However, as a result of gender role stereotypes (children are the mother's job), children's interaction with fathers is much less. [ABSTRACT FROM AUTHOR]

Introduction and objectives: Early mild traumatic brain injury (mTBI or concussion sustained between 0 and 5 years old) can lead to post-concussive symptoms, behavioral changes, and cognitive difficulties. Although school-age children (6–17 years old) experience similar consequences, severe neuropsychological deficits are not common, and the majority have no persisting symptoms after one month. Thus, there may be value in focusing on what characterizes optimal functioning (or wellness) after mTBI, but this has not been explored in young children. This study documents the evolution and predictors of optimal functioning after early mTBI. Method: Participants were 190 children aged 18 – 60 months with mTBI (n = 69), orthopedic injury (OI; n = 50), or typical development (TDC; n = 71). Optimal functioning was defined as: (1) no clinically significant behavioral problems; (2) no cognitive difficulties; (3) no persisting post-concussive symptoms; (4) average quality of life or better. Predictors related to sociodemographic, injury, child, and caregiver characteristics included number of acute symptoms, child sex, age, temperament, maternal education, parent-child attachment and interaction quality, and parenting stress. Results: Fewer children with mTBI had optimal functioning over 6 and 18-months post-injury compared to those with OI and TDC. Higher parent-child interaction quality and lower child negative affectivity temperament independently predicted optimal functioning. Conclusion: Children who sustain early mTBI are less likely to exhibit optimal functioning than their peers in the long-term. Parent-child interaction quality could be a potential intervention target for promoting optimal function. [ABSTRACT FROM AUTHOR]

Equity-denied families report barriers to accessing parenting supports, and online programs have the potential to improve accessibility. First Pathways is a digital parenting program designed to promote parent-child interactions and children's development by sharing parent-child interactive activity ideas and knowledge of how these activities support children's brain development. We recruited equity-denied families from community organizations and via snowball sampling to investigate the effect of playing First Pathways on parent-child interactions and child development for parents and their children aged 3–36 months. We also examined predictors of game play. Parent-child dyads participated in a 2-month randomized controlled trial pilot study. The First Pathways group received daily reminders encouraging game utilization for one month. Parent-child interactions and children's development were reassessed at 1- and 2-months. Although no significant group differences were found between the First Pathways and waitlist control group, the quartile of dyads who played First Pathways the most (n = 13) demonstrated significantly greater improvements in parent-child interactions compared to dyads (n = 12) who played the least. Moreover, total game play over the 2-month study was significantly correlated with improvements in parent-child interactions. Dyads were significantly more likely to play First Pathways while receiving reminders, and early play predicted later play. Dyads who showed the greatest reciprocity in their interactions (i.e., balanced back and forth serve and return exchanges) at baseline were most likely to have greater game play. Online programs have potential to support parent-child interactions and child development for equity-denied families; additional research is needed to understand facilitators/barriers to early engagement. Highlights: Digital parenting programs have potential to increase parenting resource accessibility for equity-denied families. Parents with children aged 3–36 months were recruited from agencies providing social services and via snowball sampling. Families who utilized First Pathways the most had greater improvements in parent-child interactions than those who used it the least. Daily text/email reminders promoted digital program use, and early program engagement was associated with sustained program use. Older married/cohabiting mothers, less adversity, and higher parent-child reciprocity predicted greater First Pathways use. [ABSTRACT FROM AUTHOR]

Physiological synchrony is an important biological process during which parent–child interaction plays a significant role in shaping child socioemotional adjustment. The present study held a context‐dependent perspective to examine the conditional association between parent–child physiological synchrony and child socioemotional adjustment (i.e., relationship quality with parents and child emotion regulation) under different (i.e., from highly unsupportive to highly supportive) emotional contexts. One hundred and fifty school‐age Chinese children (Mage = 8.64 years, 63 girls) and their primary caregivers participated in this study. After attaching electrocardiogram (ECG) electrodes, parent–child dyads were instructed to complete a 4‐minute conflict discussion task. Parent–child physiological synchrony was calculated based on the within‐dyad association between parents' and children's respiratory sinus arrhythmia (RSA) levels across eight 30‐second epochs. Parental emotional support, child relationship quality with parents, and child emotion regulation during the discussion task were coded by trained research assistants. Supporting our hypotheses, parental emotional support moderated the relations of parent–child RSA synchrony with both child relationship quality with parents and child emotion regulation. Furthermore, the Johnson‐Neyman technique of moderation indicated that the associations between parent and child RSA synchrony and child socioemotional adjustment indicators shifted from negative to positive as the parental emotional support became increasingly high. Our findings suggest that parent–child physiological synchrony may not be inherently adaptive or maladaptive, highlighting the importance of understanding the function of parent–child physiological synchrony under specific contexts. Research Highlights: Physiological synchrony may not be inherently adaptive or maladaptive, and the meanings of parent–child physiological synchrony might be contingent on contextual factors.Parental emotional support moderated the relations between parent–child respiratory sinus arrhythmia (RSA) synchrony and child socioemotional adjustment indicators (i.e., child relationship quality with parents and child emotion regulation).More positive/less negative parent–child RSA synchrony was associated with better child socioemotional adjustment under a supportive emotional context, whereas with poorer child socioemotional adjustment under an unsupportive emotional context.These findings highlight the significance of considering the emotional context in physiological synchrony studies. [ABSTRACT FROM AUTHOR]

It is a central tenet of attachment theory that individual differences in attachment representations organize behavior during social interactions. Secure attachment representations also facilitate behavioral synchrony, a key component of adaptive parent–child interactions. Yet, the dynamic neural processes underlying these interactions and the potential role of attachment representations remain largely unknown. A growing body of research indicates that interpersonal neural synchrony (INS) could be a potential neurobiological correlate of high interaction and relationship quality. In this study, we examined whether interpersonal neural and behavioral synchrony during parent–child interaction is associated with parent and child attachment representations. In total, 140 parents (74 mothers and 66 fathers) and their children (age 5–6 years; 60 girls and 80 boys) engaged in cooperative versus individual problem‐solving. INS in frontal and temporal regions was assessed with functional near‐infrared spectroscopy hyperscanning. Attachment representations were ascertained by means of the Adult Attachment Interview in parents and a story‐completion task in children, alongside video‐coded behavioral synchrony. Findings revealed increased INS during cooperative versus individual problem solving across all dyads (훸2(2) = 9.37, p = 0.009). Remarkably, individual differences in attachment representations were associated with INS but not behavioral synchrony (p > 0.159) during cooperation. More specifically, insecure maternal attachment representations were related to higher mother–child INS in frontal regions (훸2(3) = 9.18, p = 0.027). Conversely, secure daughter attachment representations were related to higher daughter–parent INS within temporal regions (훸2(3) = 12.58, p = 0.006). Our data thus provide further indication for INS as a promising correlate to probe the neurobiological underpinnings of attachment representations in the context of early parent–child interactions. Research Highlights: We assessed attachment representations using narrative measures and interpersonal neural synchrony (INS) during parent‐child problem‐solving.Dyads including mothers with insecure attachment representations showed higher INS in left prefrontal regions.Dyads including daughters with secure attachment representations showed higher INS in right temporo‐parietal regions.INS is a promising correlate to probe the neurobiological underpinnings of attachment representations in the context of parent‐child interactions, especially within the mutual prediction framework. [ABSTRACT FROM AUTHOR]

Synchronous positive affect (SPA) is a key element of parent-child interaction quality which is related to favorable developmental outcomes. Children with autism spectrum disorder (ASD) and their parents tend to show less SPA compared to other populations. The current study explored changes in SPA made by parents and their children with ASD following the Preschool-Based Early Start Denver Model (PB-ESDM) intervention. Thirty children receiving PB-ESDM and 23 receiving treatment-as-usual (TAU) were assessed pre- and post- intervention using microanalysis of video-recorded parent-child interactions, in which SPA was quantified. Results showed a significant increase in SPA among children receiving PB-ESDM who had lower pre-treatment adaptive functioning. These findings suggest that SPA may serve as a sensitive treatment outcome measure for children with poorer adaptive functioning, who often struggle to show significant changes on standardized measures. The study's modest sample and non-randomized design are noted as limitations. [ABSTRACT FROM AUTHOR]

Nonsuicidal self-injury (NSSI) is rare in childhood but becomes prevalent in adolescence, which suggests that early intervention might be indicated. As childhood predictors of NSSI in adolescence are largely unknown, identifying these predictors was the aim of this study. In a birth cohort sample (n = 759) of Norwegian children, NSSI at 12, 14, or 16 years of age was regressed on predictors of NSSI at age 6 (parental factors: depression, parenting stress, negativity/hostility, emotional availability to the child; child factors: temperamental negative affectivity, emotion regulation, symptoms of emotional and behavioral disorders; external events: victimization from bullying, serious negative life events). Semistructured clinical interviews with adolescents and their parents were used to assess DSM-5 –defined NSSI and NSSI disorder. NSSI during the preceding 12 months at 12, 14, or 16 years of age was reported by 81 adolescents (10.0%, 95% CI 8.2-11.9), and NSSI disorder was reported by 20 adolescents (2.7%, 95% CI 1.9-3.8). In multivariable logistic regression analysis, female gender (odds ratio 11.6, 95% CI 4.0-33.5), parenting stress (odds ratio 4.8, 95% CI 1.4-16.5), and parental negativity/hostility (odds ratio 1.8, 95% CI 1.2-2.7) predicted NSSI, whereas child factors and external events were not predictive. Parental factors when the child is 6 years of age—parenting stress and negativity/hostility toward the child—predict NSSI in adolescence. Universal and indicated programs targeting these aspects of parenting during childhood might reduce NSSI in adolescence. Almost 1 in 4 adolescents engage in deliberate self-harm without wanting to die from it. However, childhood predictors of nonsuicidal self-injury are largely unknown. This study from Norway followed 759 children from birth until adolescence. The authors found that children who perceived their parents as more negative and hostile at 6 years old were at increased risk of engaging in self-injury when they became adolescents. Children whose parents reported more stress in the parenting role were also at increased risk of engaging in self-harm during adolescence. The authors conclude alleviating parental stress and improving parent-child relations at an early age might decrease the risk of adolescent self-harm. We worked to ensure race, ethnic, and/or other types of diversity in the recruitment of human participants. We worked to ensure sex and gender balance in the recruitment of human participants. We worked to ensure that the study questionnaires were prepared in an inclusive way. We actively worked to promote sex and gender balance in our author group. The author list of this paper includes contributors from the location and/or community where the research was conducted who participated in the data collection, design, analysis, and/or interpretation of the work. [ABSTRACT FROM AUTHOR]

• According to the social convoy theory, functional limitations in rural older adults are linked to depressive symptoms, with social activity participation and parent-child interaction serving as key mediators at the between- and within-person levels. • Social convoy factors (social activity participation and parent-child interaction) partially mediated the associations between functional limitations and depressive symptoms at the between-person level. • Older adults with more functional limitations participated less in social activities but engaged more in parent-child interaction, impacting their depressive symptoms differently. • Interventions to reduce depressive symptoms should be tailored based on the older adults' functional limitations, prioritizing social activities for those with greater limitations, intergenerational programs for those with fewer limitations, and a combination of both for those facing significant increases in limitations. Rural older adults experience significant mental and physical health challenges. Social convoy theory offers insights into this by assuming functional limitations as antecedent factors of depression through multiple social-related levels. The combined panel data from 2011, 2013, 2015, and 2018 of the China Health and Retirement Longitudinal Study (1,354 individuals with 5,416 responses) was utilized to address the above assumption. The multilevel structural equation modeling was employed to examine whether social activity participation and parent-child interaction mediate the relationship between functional limitations and depressive symptoms at multiple levels. The results indicated that the mediation effects existed only at the between-person level. Specifically, older adults with more functional limitations participated in less social activity, leading to more depressive symptoms, but engaged in more parent-child interaction, reducing depressive symptoms. At the within-person level, depressive symptoms in a given older adult were correlated with functional limitations. In years with greater limitations, older adults participated less in both social activity and parent-child interaction. Interventions should be tailored to older adults' functional limitations, focusing on social activities for those with typically greater limitations, intergenerational programs for those with fewer limitations, and a combination of both for those experiencing significant increases in limitations. [ABSTRACT FROM AUTHOR]

Objectives: This study investigated various latent profiles determined by personal (grit and meaning in life), marital, and parent-child relationship characteristics (positive parenting style, parent-child interaction, marital stability, and marital communication). Additionally, this study evaluated the potential differences in parental calling and happiness among mothers of preschoolers based on latent profiles. Income was considered a covariate in the analyses. Methods: A total of 422 mothers of children aged one to six were surveyed online. Descriptive statistical and correlation analyses were conducted using SPSS version 25.0, while latent profile analysis was performed using Mplus version 8.3. Results: Three profiles were identified among participants: (1) ‘Marital maladjusted’ (15.3%) with low marital stability and communication, (2) ‘Personal and parental maladjusted’ (32.9%) with limited personal resources and weak parent-child relationship, and (3) ‘Adjusted’ (51.8%) with highly favorable attributes in all areas. Conclusion: This study underscores the importance of supporting mothers of preschoolers in their personal, marital, and parenting roles and suggests targeted interventions for those facing specific challenges. [ABSTRACT FROM AUTHOR]

Abstract Background After societal change in Kyrgyz Republic, the pattern of parent–child interaction in the changing parenting culture is an important factor influencing the positive development of Kyrgyz children. This study is aim to assess the quality of parent–child interactions in Kyrgyzstan by analyzing the interaction patterns and playfulness of children during free play at home. Methods This was a descriptive pilot study using video-recorded observations to explore parent–child interactions. The Dyadic Parent–Child Interaction Coding System and a playfulness instrument were used to assess the patterns and quality of the interaction. A total of 20 dyads of children aged 24 to 58 months and their parents, living in migrant communities of Kyrgyzstan, participated in this study. Results Major parent–child interaction patterns included 731 turns of parent–child dyads during 1040 episodes. Verbal as well as nonverbal behaviors of parents were observed while interacting with their children. Parents used direct and indirect commands most frequently, while praise was used the least in interactions. Children frequently used compliance as well as noncompliance when they interacted with their parents. Children had low playfulness scores while interacting with their parents. Cognitive spontaneity was the component with the lowest score among all subdomains of playfulness. Conclusion Future studies are recommended to develop strategies to facilitate parents’ active interaction with their children, promote children’s playfulness, and improve the quality of their mutual interaction.

This study investigates whether parental supportive (following) and intrusive (redirecting child's attention) verbal directives are influenced by parent gender and birth status, and whether any associations between parental supportive/intrusive directives and developmental outcomes are moderated by birth status. Seventeen preterm and 31 full-term toddlers took part with both parents. Parental directives were coded using transcriptions of dyadic free-play interactions. Toddlers' cognitive, language, and social-emotional skills were assessed via the Bayley-III scales and executive function skills were measured via parental report. 2 × 2 mixed design ANOVAs showed no significant effect of parent gender, birth status, or interaction, on parental directives. Moderation analyses demonstrated significant associations between fathers', but not mothers', intrusive directives and toddlers' cognitive and expressive language scores for preterm, but not full-term, toddlers. Although parents of preterm and full-term toddlers used similar supportive/intrusive directives, fathers of preterm toddlers who exhibited poorer expressive language and cognitive skills used more intrusive directives. [ABSTRACT FROM AUTHOR]

Glucose-6-phosphate dehydrogenase (DG6PD) deficiency is an erythroenzymopathy that makes erythrocytes more susceptible to the occurrence of hemolytic crises when exposed to pro-oxidant agents. The objective of this study is to understand the difficulties experienced by parents of patients with GD6PD, based on the diagnosis of disability in Brazil. This is a descriptive, retrospective longitudinal with a quantitative approach, using the exploratory technique in a period from December 2022 to February 2023. A non-probabilistic convenience sample was used, recruited through social networks. The questionnaire itself had 291 respondents. Among the most cited difficulties, it stands out that 52% of the sample found it difficult to identify the symptoms of hemolysis. It was observed that 76.6% underwent the diagnosis in the private network. Regarding what it was like to have support from public organizations, 67% reported that it was difficult, with 141 people having difficulty finding support from these organizations. Among the adversities experienced by parents of children with G6PD deficiency, the main ones are the difficulty in finding information about this erythroenzymopathy, knowing the symptoms of hemolysis and identifying ready-made foods that are free from restricted dyes, as well as the lack of support from part of public bodies. Therefore, to minimize these difficulties related to care, there is a need for greater dissemination of information to parents, such as through the social networks highlighted in this research. Furthermore, it is necessary to expand public policies to support not only children, but also parents. [ABSTRACT FROM AUTHOR]

Background: Deictic gestures are the first intentional form of communication that predict the emergence of first words. Deictic gestures include reaching, pointing, giving, and showing. Method: Forty-five Tamil-speaking children (28 male and 17 female) and their parents participated in this study. They were divided into three groups (ASD, DS, and TD). The parents were instructed to play and interact with their children, as they do at home, using the provided toy set, and this session was video-recorded. Deictic gestures such as reaching, pointing, giving, and showing were analyzed with a specific coding scheme. Results: On a Kruskal–Wallis test, a statistically significant difference across the three groups (P <.05) was obtained for the total frequency of deictic gestures, use of pointing, giving, and showing gestures. The total frequency of deictic gestures and their types, such as pointing, giving, and showing gestures, used by the ASD group was less compared to the DS and TD groups. Conclusion: This study highlighted that, along with speech and language difficulties, children with ASD have deficits in producing deictic gestures. Children with DS have speech and language difficulties, but they use deictic gestures in order to communicate with their parents during interaction. This varied profile of deictic gesture use can be used for early identification, differential diagnosis, and setting intervention goals. [ABSTRACT FROM AUTHOR]

Music has been shown to improve social interaction and attention to verbal stimuli in autism. We report a feasibility randomised controlled trial of an online intervention using music-assisted programmes, compared with best-practice treatment (Social Communication Intervention for Pre-schoolers–Intensive) for language learning in preschool autistic children with minimal verbal language. Minimisation randomisation ensured comparability of groups before intervention. Ninety-one people expressed interest in taking part; 27 met eligibility criteria and were randomised to receive either music-assisted programmes or Social Communication Intervention for Pre-schoolers–Intensive. Children and their parent received two 45-min sessions weekly, over 18 weeks, coached online by a speech and language therapist. A smartphone app was developed to support home-based practice between sessions. Over the study period, 20% of participants completed the intervention and assessments of outcome measures. At 3 months post-intervention follow-up, social responsiveness, understanding of words and phrases and number of words spoken and parent–child interaction improved more in the music-assisted programmes than the Social Communication Intervention for Pre-schoolers–Intensive group. The results demonstrate the feasibility of recruiting this population into a randomised controlled trial and the music-assisted programmes had high perceived acceptability highlighted by parent interviews. A full clinical trial to establish music-assisted programmes' effectiveness in improving early vocabulary learning in autistic children is warranted. Research has shown that autistic individuals often have unusually good musical skills and that combining words and music helps autistic individuals to focus on spoken words. This study tests the idea that music will help with early language learning of preschool autistic children. The results show that when caregivers sing words to autistic children, the children pay more attention to the caregiver than when the words are spoken and that they learn word combinations more easily. [ABSTRACT FROM AUTHOR]

Research on parent–child interaction (PCI) and its impact on children's weight status is a thriving study area. However, their potential pathways have not been established. This study investigated the association between PCI and children's body-mass index z score (BMIz) examining the role of appetite self-regulation (ASR) as a mediator. Mediation analysis. We included children from 33 kindergartens in Wuhan with parents' consent, measuring children's height and weight, and calculating BMIz. To assess the PCI quality, we utilized the Brigance Parent–Child Interactions Scale. Additionally, children's ASR was tested by satiety responsiveness (SR) and food responsiveness (FR) using the Children's Eating Behavior Questionnaire. Quantile regression was employed to examine the PCI-BMIz association, while mediation analysis was conducted to explore ASR's mediating effect on the relationship between PCI and BMIz. Of 3973 children (53.88% boys) included in the analysis, the mean BMIz was 0.24 ± 1.13. The results revealed that children with poorer PCI quality have higher BMIz across all selected BMIz percentiles, except for the 5th percentile. Furthermore, these associations were significant across most percentiles, whether for boys or girls. Mediation analysis suggested that these associations were partially mediated by children's ASR (ind FR = −0.026, P FR < 0.001; ind SR = −0.058, P SR < 0.001), with stronger effects observed among boys. The variation in how strongly BMIz was linked to PCI across different percentiles suggests that children with poorer PCI have higher BMIz. The link is partially mediated through children's ASR. It's important to pay attention to the PCI quality in children with higher BMIz levels, especially in boys. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to develop a psycho-emotional empowerment training package based on the lived experiences of single-parent adolescent boys and to examine its effectiveness on parent-child interaction. Methods and Materials: The research method was qualitative, phenomenological-descriptive, and the method for the quantitative part was a quasi-experimental design with a pre-test, post-test, control group, and a two-month follow-up period. The statistical population included single-parent adolescent boys studying in the first secondary school level in Abadeh city during the 2023-2022 academic year. The qualitative sample consisted of 15 single-parent adolescent boys selected through purposive sampling and subjected to in-depth interviews. The quantitative sample included 35 single-parent adolescent boys selected through purposive sampling and randomly assigned to experimental and control groups (18 adolescents in the experimental group and 17 adolescents in the control group). The adolescents in the experimental group received the psycho-emotional empowerment training package over 10 weeks in 10 90-minute sessions. The pre-test was conducted before the intervention, the post-test was conducted after the intervention, and the follow-up phase was conducted two months later. The questionnaire used in this study was the Parent-Child Interaction Questionnaire (Fine, Moreland, & Schwebel, 1983). Data obtained from the study were analyzed using mixed analysis of variance with SPSS23 statistical software. Findings: The results indicated that the psycho-emotional empowerment training package had sufficient content validity according to experts. Additionally, this training package had an impact on parent-child interaction (P<0.001; Eta=0.64; F=56.98) among single-parent adolescent boys. Conclusion: Based on the study's findings, it can be concluded that the psychoemotional empowerment training package, by creating emotional competencies, gaining competence, autonomy, effectiveness, and establishing connections with others, empathy, and kind behavior towards others, can be used as an effective method to improve parent-child interaction in single-parent adolescent boys. [ABSTRACT FROM AUTHOR]

Developmental antecedents of autism may affect parent–infant interactions (PII), altering the context in which core social skills develop. While studies have identified differences in PII between infants with and without elevated likelihood (EL) for autism, samples have been small. Here, we examined whether previously reported differences are replicable. From a longitudinal study of 113 EL and 27 typical likelihood infants (TL), 6‐min videotaped unstructured PII was blind rated at 8 and 14 months on eight interactional qualities. Autism outcome was assessed at 36 months. Linear mixed‐effects models found higher parent sensitive responsiveness, nondirectiveness, and mutuality ratings in TL than EL infants with and without later autism. PII qualities at 8 (infant positive affect, parent directiveness) and 14 months (infant attentiveness to parent, mutuality) predicted 3‐year autism. Attentiveness to parent decreased between 8 and 14 months in EL infants with later autism. This larger study supports previous findings of emerging alterations in PII in this group and extends on this by detecting earlier (8‐month) predictive effects of PII for autism outcome and a more marked trajectory of decreased social attentiveness. The findings strengthen the evidence base to support the implementation of early preemptive interventions to support PII in infants with early autism signs. Lay Summary: Previous studies have found parent–infant interaction (PII) differences between infants with elevated likelihood (EL) and with typical likelihood (TL) for autism. This may be due to early changes in social communication skills. However, sample sizes have been small. Here, we investigated whether we could replicate previous findings including a new larger sample by looking at whether infants at EL differed from infants at TL in PII qualities at 8 and 14 months, and whether these qualities differed in those with from those without autism diagnosis at 3 years. This study found that the TL group was rated to have more mutual play and parents played with their infant more sensitively and less directively than the EL group (infants with and without later autism). PII qualities at 8 (infant positivity, parent directiveness) and 14 months (infant interest in parent, mutual play) differed between those with and without later autism. Between 8 and 14 months, the baby's interest in the parent during play reduced faster in infants with later autism. As well as showing similar results to previous research, the larger sample has allowed us to find earlier interactional differences (8 months) and developmental changes in social attention that statistically predict a later autism diagnosis. The study highlights the importance of supporting PII in parents of EL infants in the first year of life. [ABSTRACT FROM AUTHOR]

Objective: This investigation was undertaken with the objective of constructing a model of moral behavior predicated on the interactions between parents and children, alongside perceived social support, with cultural intelligence and religious orientation serving as mediating variables among high school females in Tehran. Methods: The research employed a descriptive correlational methodology. The statistical population for this study encompasses all female high school students aged between 12 and 16 years, with a total of 400 individuals selected as a sample through the application of cluster sampling during the academic year of 2023. Data collection was facilitated through the utilization of standardized questionnaires. Results: The findings indicated that parent-child interactions exert a direct influence on moral behavior; additionally, it was determined that perceived social support similarly has a direct impact on moral conduct. Further results corroborated that parent-child interactions do not influence moral behavior via the mediating function of cultural intelligence. Ultimately, additional findings revealed that perceived social support exerts an indirect effect on ethical behavior through the mediating influence of cultural intelligence. Conclusions: The results predominantly validate the significance of social support, familial context, and parental influence in both mitigating and enhancing moral behavior. [ABSTRACT FROM AUTHOR]

The present study aimed to examine the effects of the Quality Book Reading (NIKO) Early Intervention Program on Turkish mothers of children with Down syndrome aged between 2 and 6 years and their children. The research was conducted using the convergent parallel mixed design with 17 mother-child dyads determined by random assignment. Nine participants were included in the control group, and eight were included in the intervention group. The research was performed online. The research data were collected through video recordings of the mother-child dyads taken during the book reading activity before and after the intervention and semi-structured interviews conducted with the mothers after the intervention. Results revealed that the NIKO Program was effective on various variables, which are primarily children's pivotal behaviours, interactional behaviours, and book reading behaviours displayed by mothers. Parents exhibited more quality reading behaviours and these behaviours positively impacted the pivotal behaviours and interactions of children. The above-mentioned results show that the NIKO Program can contribute to the development of children with Down syndrome and is an effective tool for parents to improve their book reading habits. [ABSTRACT FROM AUTHOR]

Recent years have seen a widespread integration of technology into the daily lives of families. Psychological science has recently started to focus on the use of smartphones by parents while they are engaged in parenting activities, a behavior known under the terms "phubbing," "technoference," "parental screen distraction," and various other terms. We argue that understanding the real impact of co‐present smartphone use by parents is inhibited by problems related to the conceptualization and methodology employed in empirical studies. In the present commentary, we identify the features of current research that may contribute to the theory crisis and hamper the progress of psychological research. Specifically, we discuss the implications of (a) inconsistent conceptualization of the phenomenon and (b) suboptimal operationalizations that may prevent us from understanding what is being studied and call for greater consideration of definitional clarity and valid operationalization in future research. [ABSTRACT FROM AUTHOR]

This study aimed to assess differences in emotion and elaboration quality between clinical and community child cohorts in both past reminiscing and future worry conversations. We analyzed 54 Australian parents (46 mothers, 8 fathers) and their 8- to 12-year-old children (M = 9.63, SD = 1.29; 28 boys, 26 girls) in reminiscing interactions. Dyads were recruited from local schools (community cohort, n = 26) or a children's psychology clinic waitlist (clinical cohort, n = 28). Clinical cohort children engaged in less emotion exploration in both past and future conversations, as did parents for future conversations. Elaboration quality did not differ. Parent-son dyads differed in the clinical cohort, exhibiting significantly lower emotion resolution than the community cohort, or parent-daughter dyads when discussing past events. These findings suggest that discussing anticipated negative events may be a relevant point of family-based intervention for anxious children. Additionally, this study highlights the importance of parent-son emotional discussion. [ABSTRACT FROM AUTHOR]

Adaptive parent–child interaction plays a major role in healthy child development. Caregiver mental health problems can negatively impact parent–child interaction. In turn, interactional quality is often studied as a predictor of child outcome. However, child characteristics supposedly shape parent–child interactions as well. Given associations between child and caregiver mental health and child temperament, this study aimed at differentiating their effects on dyadic interaction quality in adolescence. Child temperament and character at age 5 were investigated as longitudinal predictors of observed mother–adolescent interactional quality at age 14 in a community sample (N = 76). It was examined whether these effects were independent of maternal and child mental health and earlier dysfunctional interaction. Lower novelty seeking, higher reward dependence, and higher cooperativeness separately predicted higher dyadic interactional quality at age 14. Controlling regressions for dysfunctional interaction at age 5, which was a significant negative predictor of later interactional quality, cancelled out the effects of novelty seeking and cooperativeness. Past or concurrent maternal or child psychopathology did not explain variance in mother–adolescent interaction. Applying backward selection, a model including reward dependence and dysfunctional interaction at age 5 and concurrent maternal stress showed the best fit for explaining dyadic interaction quality. Results suggest that enduring rather than transient child features predict interactional quality in a community sample. Effects of temperament are not better explained by those of psychopathology, but a combination of child, maternal, and dyadic features predicted dyadic behaviour best. Selective prevention should target parenting in the context of challenging child characteristics specifically. [ABSTRACT FROM AUTHOR]

Children now are facing an increasing risk of early life stress (ELS), which leads to detrimental psychosocial outcomes. Behavior studies suggested that positive parental interactions might moderate the negative impact of ELS, but the related biological alteration remains unclear. This study aims to investigate whether positive parent–child interactions moderate the association between maltreatment (as a severe form of ELS) and hair cortisol concentration (HCC), as well as between HCC and psychosocial outcomes in young children. Participants were 6-year-old Chinese children (N = 257, Mage = 6.2, 121 were male) selected by stratified cluster random sampling from a Shanghai population representative cohort. Proximal 3 cm hair strands were analyzed using liquid chromatography coupled with tandem mass spectrometry for HCC. Children's psychosocial outcome was evaluated using the parental report Strengths and Difficulties Questionnaire (SDQ). Parents also reported the frequency of positive parent–child interactions using the Chinese Parent–Child Interaction Scale (CPCIS) as well as the history of maltreatment. Multi-level logistic regression models adjusting for individual, kindergarten, and district confounders were used to evaluate the associations between maltreatment, HCC, and psychosocial outcomes. Interactions terms tested whether more frequent positive parent–child interactions moderates the association between maltreatment and HCC, as well as between HCC and psychosocial outcomes. Maltreated children exhibited higher levels of HCC (B = 1.20, 95% CI: 0.38,2.02; p = 0.004), and children with higher HCC exhibited poorer psychosocial outcomes (B = 0.34, 95% CI: 0.18,0.51; p < 0.001). Positive parent–child interactions did not have a moderating effect on the association between maltreatment and HCC, but they demonstrated a moderating effect on the association between increased HCC and psychosocial outcomes (interaction term: B = −0.42, 95% CI: −0.75,−0.10; p = 0.01). These findings provide evidence that positive parental interaction may serve as a moderator between chronic cortisol exposure and psychosocial problems. It highlights the importance of frequent parent–child interactions, especially among children under a high risk of ELS. [ABSTRACT FROM AUTHOR]

Childhood nature experiences – particularly those shared with caregivers – have consistently, over decades of research, been linked to children's health, as well as their developing environmental commitments. Notably, animal interactions have been shown to play key roles in children's psychological wellbeing and their developing conservation concerns. We investigated nature experiences children share with their parents, with a particular focus on those that involve interactions with animals. Parents (n = 49) of young children completed a written survey in which they provided a short narrative describing a significant experience in nature that they had shared with their child. The narrative accounts were systematically coded and interrater reliability was attained. The qualitative findings offer a rich account of nature experiences that children and parents share. Three broad themes were identified – (1) Typology of Nature Experiences, (2) Psychosocial Factors, and (3) Relational Bonding – and are illustrated and discussed within the context of promoting healthy childhood relationships with their caregivers and the wider natural world. [ABSTRACT FROM AUTHOR]

ObjectiveThis study aimed to examine the relationship between maltreatment and psychological well-being among preschool children and explore parent–child interaction’s moderating role on this association.MethodsThis study employed a cross-sectional design and multistage stratified cluster random sampling method. Between December 2022 and January 2023, 180 kindergartens in the Hainan province—encompassing 4,886 newly enrolled children as participants—were selected. All data were collected using an online platform, on which parents or caregivers reported their children’s history of abuse and completed the Strengths and Difficulties Questionnaire and Chinese Parent–Child Interaction Scale.ResultThe reporting rate of child abuse in Hainan Province was 61.81%. Specifically, frequent physical abuse (odds ratio [OR] = 1.44, 95% confidence interval [CI] = 1.15–1.80), occasional physical neglect (OR = 1.75, 95% CI = 1.37–2.11), frequent physical neglect (OR = 1.57, 95% CI = 1.31–1.87), and frequent emotional abuse (OR = 1.57, 95% CI = 1.31–1.87) were associated with a higher overall rate of difficulties. Frequent physical abuse (OR = 1.33, 95% CI = 1.08–1.64) and frequent emotional abuse (OR = 1.36, 95% CI = 1.16–1.61) were correlated with a higher rate of prosocial problems. A significant interaction was observed between parent–child interaction and occasional physical neglect on psychological well-being (OR = 0.73, 95% CI = 0.54–0.98, p = 0.035).ConclusionPreschool children who experience maltreatment exhibit an increased risk of developing psychological health issues, indicating a cumulative effect. Our study indicates that positive parent–child interaction mitigates occasional physical neglect’s negative impact on preschool children’s psychological well-being but does not exhibit a moderating effect on frequent physical neglect or other forms of maltreatment.

Objective: This study aims to model the relationship between parent-child interaction and perceived social support with moral behavior, mediated by cultural intelligence, in adolescent female students in Tehran. Methods and Materials: The research method is descriptive and correlational. The statistical population of this study includes all female high school students aged 12 to 16, with a total number of students in the academic year 2022-2023. Four hundred students were selected as the sample using cluster sampling. Data were collected using the Moral Behavior Questionnaire by Sabat and colleagues, the Perceived Social Support Questionnaire by Zimet, Dahlem, Zimet, and Farley (1988), and the Cultural Intelligence Questionnaire by Ang and Earley (2004). Data analysis was performed using SPSS.22 and Smart PLS software, employing descriptive and inferential statistics such as mean, standard deviation, Pearson correlation coefficient, multiple regression, and structural equation modeling. Findings: The research results showed that the model explaining the parent-child interaction, perceived social support, and moral behavior with the mediation of cultural intelligence has a good fit. The results indicated that parent-child interaction has a direct effect on moral behavior (P<0.01). It was also found that perceived social support has a direct effect on moral behavior (P<0.01). Conclusion: The results confirmed that parent-child interaction does not affect moral behavior through the mediating role of cultural intelligence. Finally, other findings showed that perceived social support indirectly affects moral behavior through the mediating role of cultural intelligence. [ABSTRACT FROM AUTHOR]

The importance of supporting parent-child interactions has been noted in the context of prodromal autism, but little consideration has been given to the possible contributing role of parental characteristics, such as psychological distress. This cross-sectional study tested models in which parent-child interaction variables mediated relations between parent characteristics and child autistic behaviour in a sample of families whose infant demonstrated early signs of autism (N = 103). The findings suggest that associations between parent characteristics (psychological distress; aloofness) and child autistic behaviours may be mediated by the child's inattentiveness or negative affect during interactions. These findings have important implications in developing and implementing interventions in infancy which target the synchrony of parent-child interaction with the goal to support children's social communication development. [ABSTRACT FROM AUTHOR]

Children all over the world learn language, yet the contexts in which they do so vary substantially. This variation needs to be systematically quantified to build robust and generalizable theories of language acquisition. We compared communicative interactions between parents and their 2-year-old children (N = 99 families) during mealtime across five cultural settings (Brazil, Ecuador, Argentina, Germany, and Japan) and coded the amount of talk and gestures as well as their conversational embedding (interlocutors, function, and themes). We found a comparable pattern of communicative interactions across cultural settings, which were modified in ways that are consistent with local norms and values. These results suggest that children encounter similarly structured communicative environments across diverse cultural contexts and will inform theories of language learning. Public Significance Statement: Cultural norms and beliefs structure social interactions and communication. As a consequence, children learn language under very different circumstances. We studied communicative interactions between parents and their children in five diverse cultural contexts. We found a common, child-centered pattern of communication that was modified in line with local norms and values. This suggests that children can rely on similar information sources and learning processes across cultural contexts. [ABSTRACT FROM AUTHOR]

The family is the first classroom for children and adolescents to learn and grow, and parents' behavior plays an important role in influencing their children's development, which is also evident in the process of sport participation. The main purpose of this study is to summarise the specific theoretical and practical experiences of parents in sport parenting based on a comprehensive review of the types and functions that constitute parental involvement in sport parenting and the process of their practice. To this end, this study used narrative research as the main research method and searched the literature related to parents' involvement in parenting through sport using the Web of Science database. Using the theoretical underpinnings of parents' implementation of sport parenting and their role practice, studies were screened and 39 pieces of literature were finally obtained. The study found that in terms of theoretical underpinnings, the existing types of parental involvement in sport parenting can be broadly categorized into four types: authoritative, authoritarian, permissive and rejecting-neglecting. The functions of parental involvement in sport education have two dimensions: promoting sport development and promoting socialization. Based on a review of their theories, we further summarise and conclude the consequences of action and appropriate practices of parental practices in three scenarios: on the sports field, on the way home and in the private space. It is assumed that parents, when participating in sports parenting, need to: (I) regulate their own behavior in order to avoid psychological pressure on their children due to inappropriate behavior; (II) play different roles at different stages of their children's sports development; (III) should not put too much pressure on their children's performance. Based on these reviews of the theory and practice of parental involvement in sport parenting, this study further examines the theoretical limitations of the established research. It is argued that future research should pay attention to the differences between the identities and expectations of parents or children of different genders about their sport parenting, in addition to the differences in parental involvement in sport parenting and different practices in different cultural contexts. [ABSTRACT FROM AUTHOR]

This study examined the stability of Attachment Script Assessment (ASA) deactivation, hyperactivation, and anomalous content and their significance for parenting outcomes in mothers (Mage = 31 years; 78% White/European American) and 6-month-old infants. Comparable to ASA secure base script knowledge (SBSK), mothers' ASA deactivation, hyperactivation, and anomalous content were significantly, moderately stable over two years (r's =.40 -.43). Mothers' ASA hyperactivation and anomalous content were associated with greater maternal intrusiveness, whereas ASA deactivation was associated with greater detachment and less intrusiveness. Only ASA anomalous content was associated with lower maternal sensitivity. Mothers' ASA deactivation was associated with less dynamic change in respiratory sinus arrhythmia during the Still-Face Procedure—reflective of limited mobilization of physiological resources to support responding to infants. Findings support the validity of ASA deactivation, hyperactivation, and anomalous content scripts, and demonstrate their utility in examining adult attachment stability and predictive significance for parent-child outcomes. [ABSTRACT FROM AUTHOR]

This study examines the moment-to-moment within-person associations between maternal and child behaviors during a challenging puzzle task and compares these associations between mother–child dyads from the United States (n = 99, 52 boys, Mchild age = 56.05 months, SD = 6.44) and China (n = 101, 46 boys, Mchild age = 57.41 months, SD = 6.58). Maternal autonomy support and intrusive control and child agency and defeat were rated in 15-s intervals by native and bicultural coders. Country was examined as a moderator of the moment-to-moment within-person associations between maternal and child behaviors. The results showed that for both U.S. and Chinese dyads, increases in maternal intrusive control predicted subsequent decreases in child agency, and increases in child defeat predicted subsequent increases in maternal autonomy support. Furthermore, increases in maternal autonomy support predicted subsequent increases in child defeat, but for the Chinese dyads only. Public Significance Statement: This study examined how maternal and child behaviors change in response to each other during a challenging puzzle task among U.S. and Chinese dyads. For both U.S. and Chinese preschoolers, children's eagerness and confidence to complete the task decreased immediately after mothers exerted more intrusive control. Additionally, Chinese preschoolers, but not U.S. preschoolers, expressed more defeat and negative emotion immediately after mothers provided more support of the child's autonomy. The findings showed both cultural similarities and differences in the real-time dynamics of mother–child interaction. [ABSTRACT FROM AUTHOR]

Studies using observational measures often fail to meet statistical standards for both reliability and validity. The present study examined the psychometric properties of the Coding Interactive Behavior (CIB) System within a German sample of parent--child dyads. The sample consisted of 149 parents with and without a mental illness and their children [n experimental group (EG) = 75, n control group (CG) = 74] who participated in the larger Children of Mentally Ill Parents at Risk Evaluation (COMPARE) study. The age of the children ranged from 3 to 12 years (M = 7.99, SD = 2.5). Exploratory factor analysis supported a fivefactor model of the CIB with items describing 1) parental sensitivity/reciprocity, 2) parental intrusiveness, 3) child withdrawal, 4) child involvement, and 5) parent limit setting/child compliance. Compared to international samples, the model was reduced by two independent dyadic factors. Testing for predictive validity identified seven items with predictive power to differentiate parental group membership. The CIB factors did not seem to be sufficiently sensitive to illustrate differences in interaction within a sample of parents with various mental illnesses. To apply the CIB to the described sample or similar ones in the future, additional measurement instruments may be necessary. [ABSTRACT FROM AUTHOR]

Although some studies suggest that parents' and children's pro-environmental behaviors (PEBs) are associated with parent-child environmental interaction (PCI), it is unclear how PCI affects their PEBs. Specifically, how does the bidirectional parent-child dyadic effect promote the transmission of PEBs? The present study addresses this question by using the actor-partner interdependence mediation model (APIMeM). We investigate the mediation roles of family well-being (FWB) and nature connectedness (NC) in the PCI-PEBs relations based on a matched sample of parent-child dyads, including children aged 11–14 years (n = 416) and their parents (n = 416). Results showed that both parents' and children's PCI had direct actor effects on their PEBs. For both parents and children, there were indirect actor effects linking PCI to PEBs: One through FWB and NC, another through NC only. Furthermore, we found a partner effect that children's PCI predicted parents' PEBs through children's NC. These findings enrich the theoretical framework of the PCI-PEBs relations based on the actor-partner interdependence mediation model, and provide implications for improving well-being and PEBs from a family perspective. [ABSTRACT FROM AUTHOR]