Revisiting parent–child interactions in early childhood as relevant factor in the development of ADHD

This chapter considers video feedback as an intervention strategy for managing parent-child coercion dynamics and associated child behavior problems during the early childhood period. It begins with a discussion of parent-child interactions and the coercive interpersonal dynamic between children and their parents. It then reviews the evidence base for the effectiveness of various interventions in early childhood, together with the theoretical and empirical rationale for videotaped feedback interventions. It also examines caregivers’ relational schemas in the context of parent-child interactions before concluding with an explanation of how to deliver video feedback interventions effectively. The Family Check-Up program is used to illustrate the way in which a brief video feedback intervention can be integrated within existing family-focused intervention protocols.

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Rigidity in Parent–Child Interactions and the Development of Externalizing and Internalizing Behavior in Early Childhood

Journal of Abnormal Child Psychology ◽

10.1023/b:jacp.0000047209.37650.41 ◽

2004 ◽

Vol 32 (6) ◽

pp. 595-607 ◽

Cited By ~ 126

Author(s):

Tom Hollenstein ◽

Isabela Granic ◽

Mike Stoolmiller ◽

James Snyder

Keyword(s):

Early Childhood ◽

Internalizing Behavior ◽

Parent Child Interactions ◽

Parent Child

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Parental Depression and the Development of Coercion in Early Childhood

10.1093/oxfordhb/9780199324552.013.7 ◽

2015 ◽

Author(s):

Julia Reuben ◽

Daniel S. Shaw

Keyword(s):

Early Childhood ◽

Maternal Depression ◽

Antisocial Behavior ◽

Early Onset ◽

Parental Depression ◽

Early Prevention ◽

Parenting Quality ◽

Parent Child Interactions ◽

Child Antisocial Behavior ◽

Parent Child

One of the driving theories of the development of child antisocial behavior is Patterson’s model of parent-child coercion. Although Patterson hypothesized that coercive processes are established beginning in early childhood, few studies have sought to understand its developmental precursors in early childhood. Even fewer studies have attempted to examine factors that might compromise parenting quality and lead to coercive parent-child interactions during early childhood. One factor repeatedly shown to compromise parenting quality is parental depression. As such, this chapter focuses on how depression among mothers and alternative caregivers, including fathers, is associated with the early onset of coercive family dynamics. The results of the current study have implications for understanding the genesis of coercive processes and for the design of early prevention programs, affirming the importance of including maternal depression in our prevention models.

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Early childhood science interest development: Variation in interest patterns and parent–child interactions among low‐income families

Science Education ◽

10.1002/sce.21486 ◽

2018 ◽

Vol 103 (2) ◽

pp. 362-388 ◽

Cited By ~ 3

Author(s):

Scott A. Pattison ◽

Lynn D. Dierking

Keyword(s):

Early Childhood ◽

Low Income ◽

Science Interest ◽

Early Childhood Science ◽

Interest Development ◽

Parent Child Interactions ◽

Low Income Families ◽

Parent Child

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Find the difference: Parent–child interactions at Ankara University Toy Museum

Global Journal of Guidance and Counseling in Schools Current Perspectives ◽

10.18844/gjgc.v11i2.5473 ◽

2021 ◽

Vol 11 (2) ◽

pp. 88-97

Author(s):

Sila Bayindir

Keyword(s):

Early Childhood ◽

Cognitive Development ◽

Informal Education ◽

Limited Information ◽

Parents And Children ◽

Parent Child Interactions ◽

Parental Scaffolding ◽

The Difference ◽

Parent Child

Museums are founded on the preservation, classification and exhibition of artifacts collected from rare cabinets to imperial treasures. The aim of this study was to examine how arrangements in museum differentiate parental scaffolding behaviour. This research was carried out in Ankara University Toy Museum, and 50 parent–child couples participated. It was investigated how the situation of playing ‘find the difference’ game differentiates parental scaffolding behaviour. Interactions between parents and children in the museum were videotaped and speeches were transcribed. Speeches were divided into scaffolding categories and frequencies were calculated. As a result of the analysis, 20 parents played the game with their children. According to the results of the research, museums can support parents’ scaffolding behaviour. In Turkey, there is limited information on how parents are using museums for their children. Studies carried out in this field can provide more information about how practices can be conducted in this field. Keywords: Scaffolding behaviours, cognitive development, early childhood, museum, informal education.

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