HOUSEHOLD CHAOS, MATERNAL DEPRESSION AND PRENATAL SSRI EXPOSURE INTERACT TO AFFECT EXECUTIVE FUNCTION OF 6 YEAR OLD CHILDREN

Children’s executive functions (EFs) emerge over time and can be shaped by household environments and dietary intake. However, there is a lack of knowledge about how these factors influence EFs in children aged 18–24 months. This study tested a model exploring the relations between parent-reported dietary intake, household chaos, and child EF. The sample consisted of 294 families participating in the STRONG Kids2 birth cohort study of nutrition and child health. Caregivers completed the Food Frequency Questionnaire (FFQ), the Confusion, Hubbub, and Order Scale (CHAOS), and the Behavior Rating Inventory of Executive Function®-Preschool Version (BRIEF-P) to assess model variables. Regression analyses revealed a significant and independent association between assorted snacks and processed foods and two EF subscales. There were also significant associations between household chaos and each EF subscale. There was no significant moderation effect. These findings suggest that family households characterized by dysregulation are associated with children’s EF difficulties during early childhood and that the role of unhealthy dietary intake in child EF should be explored further. Future longitudinal studies that include multi-method approaches are needed to document the mechanisms through which household chaos impacts child EF over time.

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Structural Relationships among Household Chaos, Maternal Negative Parenting, Child Executive Function, and Child Aggression

Korean Journal of Child Studies ◽

10.5723/kjcs.2021.42.6.777 ◽

2021 ◽

Vol 42 (6) ◽

pp. 777-790

Author(s):

Jeong Min Lee ◽

Sunhee Kim

Keyword(s):

Executive Function ◽

Structural Equation ◽

Parental Education ◽

Equation Model ◽

Mediating Effect ◽

Child Aggression ◽

Negative Parenting ◽

Household Chaos ◽

Structural Relationships ◽

The Relationship

Objectives: This study aimed to identify the structural relationships among household chaos, maternal negative parenting behavior, child execution function, and child aggression; further, it demonstrates the mediating effects of maternal negative parenting and child execution function on the relationship between household chaos and child aggression.Methods: The participants comprised 206 children, aged between 3 and 5, and their mothers. This study observed Cronbach’ α and the descriptive statistics and performed frequency analysis, one-way random analysis, and partial correlation analysis via SPSS 20.0 program. The bootstrapping method was used to examine the mediating effect while the structural equation model analysis was performed using AMOS 22.0.Results: First, child aggression was positively associated with household chaos, mother’s intrusiveness, coercion, and neglect parenting but negatively associated with child inhibition, transition, working memory, and satisfaction delay tasks. Second, maternal negative parenting and child executive function were shown to mediate sequentially in the relationship between household chaos and child aggression. It was also found that maternal negative parenting and child executive function were partially mediated in the relationship between household chaos and child aggression.Conclusion: The data suggest the importance of mediating the effects of maternal negative parenting and child executive function on the relationship between household chaos and child aggression. These findings could highlight the significance of child executive function for the development of aggression and provide the basic data for the program to help those children who show aggressive behaviors in their early childhood educational institutions along with the evidence of parental education programs.

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The Effects of Maternal Depression on Executive Function Difficulties of 3rd-grade Children: The Mediation of the Home Environment

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2020.20.15.507 ◽

2020 ◽

Vol 20 (15) ◽

pp. 507-528

Author(s):

Young Eun Chang

Keyword(s):

Executive Function ◽

Maternal Depression ◽

Home Environment ◽

3Rd Grade

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Socioeconomic risk moderates the link between household chaos and maternal executive function.

Journal of Family Psychology ◽

10.1037/a0028331 ◽

2012 ◽

Vol 26 (3) ◽

pp. 391-399 ◽

Cited By ~ 40

Author(s):

Kirby Deater-Deckard ◽

Nan Chen ◽

Zhe Wang ◽

Martha Ann Bell

Keyword(s):

Executive Function ◽

Household Chaos ◽

Socioeconomic Risk

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Independence and interplay between maternal and child risk factors for preschool problem behaviors?

International Journal of Behavioral Development ◽

10.1177/0165025408101274 ◽

2009 ◽

Vol 33 (4) ◽

pp. 312-322 ◽

Cited By ~ 34

Author(s):

Claire Hughes ◽

Rosie Ensor

Keyword(s):

Risk Factors ◽

Executive Function ◽

Maternal Depression ◽

Problem Behaviors ◽

Maternal Education ◽

Executive Dysfunction ◽

Emotion Understanding ◽

Maternal Risk ◽

Child Problem Behavior ◽

The Relationship

This study examined the independence and interplay between cognitive risk factors (poor executive function/emotion understanding) and maternal risk factors (low education/high depression) for preschool problem behaviors, indexed by multi-measure, multi-informant (mother/teacher/ researcher) ratings. A socio-economically diverse sample of 235 children (131 boys, 104 girls; mean age = 4.25 years) completed five executive-function tasks and four emotion-understanding tasks. Controlling for effects of gender, verbal ability and maternal education, individual differences in child problem behavior scores showed significant independent associations with executive dysfunction, emotion understanding and maternal depression. For girls, low maternal education amplified the relationship between executive dysfunction and problem behaviors. In addition, executive dysfunction mediated the relationship between maternal depression and problem behaviors; both executive dysfunction and poor emotion understanding mediated the relationship between low maternal education and problem behaviors. These results demonstrate the cumulative and complex nature of risk for preschool problem behaviors.

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