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Parent practices and socio-emotional, cognitive, and linguistic outcomes in young Chilean children

Fri, March 24, 1:45 to 3:15pm, Salt Palace Convention Center, Floor: 1, Grand Ballroom E

Session Type: Paper Symposium

Abstract

Examining the unique cultural effect of parent-led activities and how they relate to child developmental outcomes is critical. This line of research is particularly relevant in early childhood, where families provide the primary context for development (Vygotsky, 1978). Parent practices reflect socio-cultural, economic, and historical contexts and, consequently, differ cross-culturally (Weisner, 2002). This variability in how parental practices are implemented can have differential effects on children's developmental trajectories (Harkness & Super, 1996; LeVine, 2003) and should be studied internationally.

This symposium investigates the practices of Chilean parents with their children ages 1 to 7 and their relation to child developmental outcomes. More specifically, the three papers presented look at parental engagement in activities like play, reading, storytelling, conversations, and recreational activities (including TV watching during the pandemic) and how they relate to children's socio-emotional, cognitive, and linguistic outcomes.

Comparing differential developmental outcomes to the various parenting practices is critical for developing targeted, effective interventions that seek to encourage parent involvement while considering the family's existing routines and validating culture-specific practices.

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