Class
Article
College
Emma Eccles Jones College of Education and Human Services
Department
English Department
Faculty Mentor
Tasha Olson
Presentation Type
Poster Presentation
Abstract
Children need support through healthy, positive relationships with adults, but they also need room to grow, learn, and slowly gain independence. The PICCOLO User's guide defines Encouragement as an “Active support of exploration, effort, skills, initiative, curiosity, creativity, and play” (Roggman, et.al., 2013). Parental support and encouragement of autonomy is correlated with better development of self-regulation and brain development, and can even influence executive functioning and parent-child relationships (Bernier, et al., 2010). Studies have already shown that proper encouragement in early childhood is linked to healthy development, Ispa, et al. (2004) found that maternal intrusiveness or lack of encouragement and autonomy has negative effects on young children and the relationship between the mother and the child. Specifically, Ispa, et al. (2004) has also shown that maternal intrusiveness in infants can predict a child's level of negativity later in life. Sentse and Laird (2010) has shown that highly supportive relationships between both parents and peers during adolescence is correlated to lower levels of internalized and externalized problem behaviors, and that the lack of such support is related to increased reports of depressive moods, conflict, and antisocial behavior. Recognizing these relationships between parental involvement in the early years of a child’s life and the later consequences, this study looks into the associations between early encouragement as measured by The Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO; Roggman, et.al., 2013) and high-risk behaviors such as aggressive behaviors, and hyperactivity in late childhood. Encouragement was chosen to be measured specifically by PICCOLO because of the continuing increase in use of the PICCOLO measurement resource in both applied settings and research settings as well as PICCOLO’s focus on positive parenting practices and its observation-based sample of low income and diverse parent-child interactions. PURPOSE: The purpose of this study is to look at the relationship between the level of parental encouragement at 14, 24, and 36 months of age compared to high-risk, anti-social, and big behaviors (aggression and anger) in 5th grade.
Location
Logan, UT
Start Date
4-8-2022 12:00 AM
Included in
Is Parental Encouragement (as Measured by PICCOLO) During Toddlerhood Correlated With High-Risk Behaviors in 5th Grade? Are These Correlations Different for First-Born Children Versus Children With Older Siblings?
Logan, UT
Children need support through healthy, positive relationships with adults, but they also need room to grow, learn, and slowly gain independence. The PICCOLO User's guide defines Encouragement as an “Active support of exploration, effort, skills, initiative, curiosity, creativity, and play” (Roggman, et.al., 2013). Parental support and encouragement of autonomy is correlated with better development of self-regulation and brain development, and can even influence executive functioning and parent-child relationships (Bernier, et al., 2010). Studies have already shown that proper encouragement in early childhood is linked to healthy development, Ispa, et al. (2004) found that maternal intrusiveness or lack of encouragement and autonomy has negative effects on young children and the relationship between the mother and the child. Specifically, Ispa, et al. (2004) has also shown that maternal intrusiveness in infants can predict a child's level of negativity later in life. Sentse and Laird (2010) has shown that highly supportive relationships between both parents and peers during adolescence is correlated to lower levels of internalized and externalized problem behaviors, and that the lack of such support is related to increased reports of depressive moods, conflict, and antisocial behavior. Recognizing these relationships between parental involvement in the early years of a child’s life and the later consequences, this study looks into the associations between early encouragement as measured by The Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO; Roggman, et.al., 2013) and high-risk behaviors such as aggressive behaviors, and hyperactivity in late childhood. Encouragement was chosen to be measured specifically by PICCOLO because of the continuing increase in use of the PICCOLO measurement resource in both applied settings and research settings as well as PICCOLO’s focus on positive parenting practices and its observation-based sample of low income and diverse parent-child interactions. PURPOSE: The purpose of this study is to look at the relationship between the level of parental encouragement at 14, 24, and 36 months of age compared to high-risk, anti-social, and big behaviors (aggression and anger) in 5th grade.