Parental supportive and intrusive directives during dyadic interactions in relation to concurrent skills of preterm and full-term toddlers at age 2 years
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Journal ArticleDate:
2024Access:
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2025-09-16Citation:
Merve Ataman-Devrim, Jean Quigley, Elizabeth Nixon, Parental supportive and intrusive directives during dyadic interactions in relation to concurrent skills of preterm and full-term toddlers at age 2 years, Current Psychology, 2024Abstract:
This study investigates whether parental supportive (following) and intrusive (redirecting child’s attention)
verbal directives are influenced by parent gender and birth status, and whether any associations between
parental supportive/intrusive directives and developmental outcomes are moderated by birth status. Seventeen
preterm and 31 full-term toddlers took part with both parents. Parental directives were coded using
transcriptions of dyadic free-play interactions. Toddlers’ cognitive, language, and social-emotional skills were
assessed via the Bayley-III scales and executive function skills were measured via parental report. 2x2 mixed
design ANOVAs showed no significant effect of parent gender, birth status, or interaction, on parental
directives. Moderation analyses demonstrated significant associations between fathers’, but not mothers’,
intrusive directives and toddlers’ cognitive and expressive language scores for preterm, but not full-term,
toddlers. Although parents of preterm and full-term toddlers used similar supportive/intrusive directives, fathers
of preterm toddlers who exhibited poorer expressive language and cognitive skills used more intrusive
directives.
Sponsor
Grant Number
Trinity College Dublin (TCD)
the Provost's Award
Author's Homepage:
http://people.tcd.ie/atamanmhttp://people.tcd.ie/quigleyj
http://people.tcd.ie/enixon
Sponsor:
Trinity College Dublin (TCD)Publisher:
Springer, Current PsychologyType of material:
Journal ArticleCollections
Series/Report no:
Current Psychology;Availability:
Full text availableSubject (TCD):
CHILD DEVELOPMENT , FAMILY , PARENT-CHILD RELATIONS , PsychologyDOI:
10.1007/s12144-024-06705-yMetadata
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