title: Differential effects of parenting in preterm and full-term children on developmental outcomes.
abstract: OBJECTIVE
  To examine the relations between preterm birth, parenting behavior during early childhood, cognitive development, and social-emotional outcomes at Kindergarten entry, and to determine whether parenting behavior differentially influences this developing system in children born preterm compared to children born full-term.
  
  
  METHODS
  The nationally representative sample comprised 3600 full-term and 1300 preterm children born in the US in the year 2001. All children who entered Kindergarten and who participated in data collection at 9 months, 24 months, and Kindergarten entry were included in the study. Measures of parenting behavior were collected at 9 and 24 months and cognitive development at 24 months via home visits. Social-emotional outcomes were assessed at Kindergarten entry via parent and teacher report. Multiple-sample Structural Equation Modeling was used to analyze group differences in a model whereby early childhood parenting behavior predicted cognitive outcomes, and social-emotional outcomes at Kindergarten entry, and indirectly predicted social-emotional outcomes via early cognitive processes.
  
  
  RESULTS
  The full sample developmental model indicated excellent fit to the data. Preterm birth status indirectly influenced social-emotional outcomes at Kindergarten entry via its effect on early childhood parenting behavior and cognitive development. The multi-sample model revealed significant differences in the way in which early parenting behavior exerted its influence on outcomes at Kindergarten entry in preterm children compared to full-term children.
  
  
  CONCLUSIONS
  For preterm children, parenting indirectly influenced social-emotional outcomes via early cognitive functioning. Findings highlight the importance of early identification and targeted parenting programs to support early cognitive development in preterm children.
authors.affiliation: Child Study Center, Yale University School of Medicine, United States. Electronic address: angela.maupin@yale.edu.
authors.forename: Angela N
authors.initials: AN
authors.lastname: Maupin
authors.affiliation: College of Education, Michigan State University, United States.
authors.forename: Jodene Goldenring
authors.initials: JG
authors.lastname: Fine
mesh_terms: D000328:Adult; D001724:Birth Weight; D002657:Child Development; D002675:Child, Preschool; D056348:Emotional Intelligence; D005260:Female; D005865:Gestational Age; D006801:Humans; D007223:Infant; D007231:Infant, Newborn; D007234:Infant, Premature / Q000254:growth & development* / Q000523:psychology; D008297:Male; D016487:Parenting
keywords: Developmental outcomes; Early childhood; Parenting; Preterm birth