For example, how do parents feel or believe they are competent in their role as a parent, when objective evidence suggests poor parenting skills and low knowledge about children’s development? While the literature supports the idea that parenting knowledge, competence and efficacy are not necessarily related, 4 the processes that underpin the development of discrepancies between the cognitive, affective and skills domains are unclear. Similarly, there is currently no clear explication of the link between parental knowledge, parenting behaviour, parental mood and parenting efficacy, and especially how these change as a function of intervention. Furthermore, studies that have specifically assessed for changes in parenting knowledge have been limited methodologically and have not delineated the processes by which parental knowledge changes, and whether in fact the change in knowledge is associated with changes in child development and behaviour or whether other factors mediate the effect. While the research has examined parental knowledge as a risk factor for poorer child development across a range of domains, a clear understanding of the mechanisms by which parental knowledge impacts on children’s development and behaviour is lacking.
Evidence from behaviour genetics research and epidemiological, correlational, and experimental studies shows that parenting practices have a major influence on children’s development. The strongest potentially modifiable risk factor contributing to the development of behavioural and emotional problems in children is the quality of parenting a child receives.
The present paper examines the conceptual and empirical basis for strategies such as increasing parents’ knowledge of development norms, reducing age- inappropriate expectations or dysfunctional attributions, and increasing parents’ capacity to regulate their own emotions. However, the evidence supporting the idea that early childhood parenting programs that explicitly target cognitive and affective changes result in better outcomes than more behaviourally skills-based programs is less clear. 1,2 To some extent, the notion that parents need to understand what is age-appropriate to develop reasonable expectations of children has been assumed.
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The broader parent training literature has increasingly incorporated explicit consideration of cognitive and affective elements of the parenting role in explanations of parenting difficulties and in descriptions of how to intervene successfully with parents. Technology in early childhood education.Stress and pregnancy (prenatal and perinatal).Integrated early childhood development services.Importance of early childhood development.Fetal Alcohol Spectrum Disorders (FASD).Child care – Early childhood education and care.Behaviour Education Health Pregnancy Family Programs
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