How Do Families Help or Hinder the Emergence of Early Executive Function?

Autor/inn/en	Hughes, Claire H.; Ensor, Rosie A.
Titel	How Do Families Help or Hinder the Emergence of Early Executive Function?
Quelle	In: New Directions for Child and Adolescent Development, (2009) 123, S.35-50 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cd.234
Schlagwörter	Family Life; Observational Learning; Preschool Children; Social Influences; Models; Foreign Countries; Longitudinal Studies; Scaffolding (Teaching Technique); Mothers; Interpersonal Relationship; Family Relationship; Family Characteristics; United Kingdom (Cambridge) + Suchen Sie Ihr Suchwort? Imitationslernen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sozialer Einfluss; Analogiemodell; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mother; Mutter; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This chapter describes longitudinal findings from a socially diverse sample of 125 British children seen at ages two and four. Four models of social influence on executive function are tested, using multiple measures of family life as well as comprehensive assessments of children's executive functions. Our results confirm the importance of maternal scaffolding for young children's executive functions, but they also suggest positive effects of observational learning and adverse effects of disorganized and unpredictable family life; however, no support was found for an association between executive function and general positive characteristics of family interactions. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10