The importance of early parenting in at-risk families and children's social-emotional adaptation to school.
OBJECTIVE
The aim of this study was to determine the specific aspects of early parenting in psychosocially at-risk families most strongly related to children's social-emotional adaptation to school.


METHODS
A cohort study of families (N = 318) identified as at risk for maltreatment of their newborns was conducted. Quality of early parenting was observed in the home when the child was 1 year old. Social-emotional adaptation to school was reported by teachers in first grade. Multivariable models assessed the independent influence of early parenting variables on social-emotional adaptation.


RESULTS
Early parenting and social-emotional adaptation to school varied greatly across families. Parental warmth was associated with lower teacher ratings of shyness, concentration problems, and peer rejection. Parental lack of hostility was associated with decreased teacher ratings of concentration problems and peer rejection. Parental encouragement of developmental advance was associated with lower ratings of aggression and peer rejection. Provision of materials to promote learning and literacy was associated with lower ratings of concentration problems.


CONCLUSIONS
In this sample of families with multiple psychosocial risks for child maltreatment, specific aspects of early parenting were associated with better social-emotional adaptation to school in the first grade in theoretically predicted ways. Improving parental knowledge about positive parenting via anticipatory guidance should be a focus of well-child visits. Well-child visit-based interventions to improve the quality of early parenting, especially among at-risk families, should be studied for their impact on parenting behavior and on children's successful social-emotional adaptation to school. Primary care providers should reinforce complementary services, such as home visiting, that seek to promote positive parenting.
McFarlane
Elizabeth
E
Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland 21287, USA. emcfarl2@jhmi.edu
Dodge
Rachel A B
RA
Burrell
Lori
L
Crowne
Sarah
S
Cheng
Tina L
TL
Duggan
Anne K
AK
D000223:Adaptation, Psychological; D001288:Attention; D005260:Female; D006801:Humans; D008297:Male; D015999:Multivariate Analysis; D010287:Parent-Child Relations; D016487:Parenting / Q000523:psychology; D010379:Peer Group; D012792:Shyness; D012917:Social Adjustment; D012919:Social Behavior; D013334:Students / Q000523:psychology*; D055815:Young Adult
Child Abuse Negl. 2004 Jun;28(6):597-622
15193851
Pediatrics. 2005 Apr;115(4 Suppl):1121-3
15828080
Child Dev. 2002 May-Jun;73(3):893-915
12038559
Adv Child Dev Behav. 1994;25:241-88
7847171
Child Dev. 1999 Jan-Feb;70(1):169-82
10191521
Pediatrics. 1998 Jun;101(6):E10
9606252
Future Child. 2005 Spring;15(1):139-68
16130545
Arch Intern Med. 2000 Jul 10;160(13):1977-89
10888972
Ambul Pediatr. 2002 Jul-Aug;2(4):238-46
12135396
Prev Sci. 2002 Sep;3(3):173-89
12387553
JAMA. 2003 Dec 17;290(23):3081-91
14679271
Dev Psychol. 2002 Mar;38(2):179-93
11881755
Child Dev. 2006 Jan-Feb;77(1):44-58
16460524
Pediatrics. 2004 Jun;113(6 Suppl):1907-16
15173461
J Nerv Ment Dis. 1980 Jan;168(1):26-33
7351540
Child Abuse Negl. 2004 Jun;28(6):623-43
15193852
Pediatrics. 2008 Apr;121(4):e1008-15
18381499
Pediatrics. 1998 Apr;101(4 Pt 1):723-8
9521967
Pediatrics. 2001 Jan;107(1):130-4
11134446
Dev Psychol. 2002 Sep;38(5):719-34
12220050
Pediatrics. 2004 Dec;114(6):1511-21
15574609
Child Dev. 2007 Jan-Feb;78(1):96-115
17328695