Poster #139 - Developmental Parenting as Predictor of Child Development: Using PICCOLO in a Brazilian Sample

• In Event: 1-169 - Poster Session 04
  In Poster Session: PS 04 Section - Parenting & Parent-Child Relationships

Integrative Statement

The first 1000 days of a child's life are crucial to determining the quality of child development. This is mainly due to the synaptic connections that will be established during this period. During these months, the stimulation offered to the baby will allow the learning of specific abilities and behaviors that will be the basis for the development of the child (Kolb et al., 2012). As primary relationships between parents and their child exert great influence on the developmental outcomes, parents’ stimulation tend to play a central role (Worthman, Tomlinson, & Rotheram-Borus, 2016). Parents act mainly as favorers of the autonomy of the children, encouraging the child in tasks appropriate to his age. Developmental Parenting includes this encouragement (Roggman, Boyce, & Innocenti, 2008). It’s a theoretical perspective proposed divided into four dimensions: Affection, Responsiveness, Encouragement, and Teaching. To evaluate such dimensions, the Parenting Interactions with Children: Checklist Observations Linked to Outcomes (PICCOLO) is used (Roggman et. al, 2013). The present study aimed to investigate dimensions of parenting as possible predictors of domains of child development (cognitive, socioemotional, fine and gross motor, expressive and receptive language). Correlations with socioeconomic variables were also investigated. The sample consisted in 54 Brazilian mother-child dyads. Mothers’ age varied between 23 and 48 years-old (M = 35,62; SD = 6,11); and children’s age ranged between 18 and 72 months (M = 48,36; SD = 17,97). A wide range of education levels were represented by the mothers’ sample. Also, thirty-one children were female (57,4%). The dyads’ interactions were videotaped and analyzed by bilingual trained researchers using the PICCOLO protocol. The Dimensional Inventory of Child Development Assessment (IDADI) was used (Silva, Mendonça, & Bandeira, 2018). Variance analyses, correlations and regression analyses were used as statistical tools. Children of mothers with bachelor degree presented higher scores in cognitive domain than children whose mothers had elementary school degree. Higher family income was associated with higher scores in children's motricity. Among the dimensions of parenting, Responsiveness had more significant correlations with domains of child development than the others. The Cognitive domain was the most correlated (r = 0,337), followed by Receptive Language (r = 0,318), Socioemotional (r = 0,282) and Expressive Language (r = 0,245). Responsiveness was followed by affection dimension, which showed significant correlations with the following domains: Socioemotional (r = 0,386), Cognitive (r = 0,364), and Receptive language (r = 0,333). However, regression models showed that the Affection dimension explained better the development of cognitive, socioemotional and language domains, explaining 36.6%, 38.6% and 33.3% of the variance, respectively. The final models that better explained all cognitive, socioemotional and language scores had only Affection as a predictor. Parental practices, through the ability to identify the needs of the child, as well as the ability to transmit information necessary for the child's education appeared to be extremely relevant for the understanding of child development. Specially, affective parents tend to have children with better developmental outcomes.

Authors

• Denise Ruschel Bandeira, Federal University of Rio Grande do Sul
  Presenting Author

• Giovanna Nunes Cauduro, Federal University of Rio Grande do Sul
  Non-Presenting Author

• Chrystian Kroeff, Federal University of Rio Grande do Sul
  Non-Presenting Author

• Nicole Silveira, Federal University of Rio Grande do Sul
  Non-Presenting Author