Spending quality time together: The role of shared routines and parenting practices

in kindergarteners emotional development

Camila Fernndez, Melisa Castellanos & Mara Minski
Universidad de los Andes, Bogot, Colombia
Child-rearing and socio emotional development Participants Measures Results
For preschool-age children, socio emotional development has been 1.90% 13.30%
Table 6
Some elementary
24.80% Figure 4. Sample item Regression model for emotion recognition
found to be strongly related to family context (Anthony et al., 2005), Some High school Here there are some children at a spelling bee. This was the only Model B SE t p
particularly to parents childrearing strategies (Meunier & Roskam, Associates degree child that recited the complete alphabet correctly. The jury gave him
Step 1
the golden medal and the audience cheered. How do you feel
2007; Roberts & Strayer, 1987). 37.10% Completed elementary
Figure 1. Maternal about what happened to this boy? Autonomy 0,64 0,31 0,21 2,05 0,04
Completed high school Step 2 b
19.90% Bachelors degree
level of education
3.80%
Children of parents who structure their environment and impart firm Procedure Autonomy 0,67 0,31 0,22 2,18 0,03

rules have been found to be more socially competent than children Measures were translated and adapted for cultural appropriateness in Routines Cluster (HE vs LE) -1,19 0,56 -0,21 -2,11 0,04
2.06% 1.03% 2.06%
whose home environment is permissive or disorganized (Masten & 5.16%
Biological mother previous pilot studies Note a: R2 = .043; R2 =.043; F (1.94) = 4.20, p =.043*
Note b: R2 = .086; R2 =.044; F (2.93) = 4.39, p =.015*
Coatsworth, 1998).
Grandparents
Siblings
Each child was evaluated individually at school, in an appropriate * p < .05 ** p < .01
19.59%
Biological father setting. Table 7
Similarly, parents who are supportive, emotionally available and Stepfather Figure 2. Primary Parents were contacted by telephone to complete parent measures. Regression model for empathy
70.10% Others (uncles, aunts, neighbors) caregiver Model B SE t p
concerned with their children's ability to regulate emotions are more Results Step 1 a
likely to have children who are more able to manage negative Table 2 Positive interaction 0,749 0,283 0,263 2,645 0,01
Measures Step 2 b
emotions and display adequate behavioral patterns (e.g. Denham Descriptive Statistics for emotional skills
Positive interaction 0,681 0,279 0,239 2,443 0,016
1998). Socio demographic information and routines M SD Min. Max.
Routines Cluster (HE vs LE) -0,795 0,355 -0,22 -2,242 0,027
Context- based emotion recognition 11,6 2,91 4 16 Note a: R2 = .069; R2 =.069; F (1.94) = 6.99, p =.010*
Rationale Family characteristics Dispositional empathy 5,32 1,79 0 8 Note b: R2 = .12; R2 =.048; F (2.93) = 6.16, p =.003**
* p < .05 ** p < .01 ** p < .01
Goal-directed behaviors through which parents carry out their child Occupation Table 3
care duties might also influence childrens emotional development Education Descriptive Statistics for parenting practices
Discussion
Type and frequency of daily routines:
M SD Min. Max.
(Darling & Steinberg, 1993). Few studies have considered parenting
practices in conjunction with the types and frequency of routines low- How often do you feed your child
Positive interaction 4,31 0,63 2 5
Two distinct patterns of goal-directed child care behaviors were
How often do you play with you child indoors Autonomy 3,78 0,91 1 5
income parents share with their children. How often do you sing songs with your child Rules 4,74 0,52 1,6 5
identified based on the types and frequency parent-child shared routines:
How often do you put your child to bed Harsh Punishment 2,38 1,06 1 5 High engagement and low engagement. Even though parents in the
The present study addressed this gap in the literature, by identifying Ignoring 3,08 1,28 1 5 sample were homegeneous in terms of socioeconomic background,
Table 1
Childrearing behavior scale (Meunier & Roskman,2007) Table 4 differences in their level of engagement in childrens daily care and
how the types and frequency of shared routines, in conjunction with
Cluster analysis for type and frequency of routines learning routines predicted their emotional development above and
parenting practices (i.e. positive discipline, hash physical punishment, Sample Items
Cluster 1: Cluster 2: beyond the effect of paretning practices.
autonomy, rules and ignoring behavior) contribute to specific aspects Communication, trust, sharing, positive feedback, joint problem-solving and High engagement Low engagement
of young childrens emotional development (i.e. emotion recognition Positive knowledge of childs preferences. n = 59 n = 43 Consistent with previous findings, parental practices were significantly
interaction I make time to listen to my child, when he/she wants to tell me something. M SD M SD related to childrens emotional development. Encouraging autonomy by
and empathy). Time spent with child while awake ** 6.42 1.09 3.33 0.71
Harsh Physical punishment
Prepare meals * 3.88 0.49 3.51 0.98
teaching the child how to solve problems, and make own decisions varies
punishment I slap my child when he/she has done something wrong. seems to promote childrens socio cognitive knowledge, in particular,
Play with child indoors * 3.37 0.67 3.05 0.82
Purpose of the study Promotion of independent problem-solving, decision-making and individual Play with child outdoors* 2.41 0.81 2.23 0.84 their ability to recognize others emotions based on situational cues.
responsibility. Sing childrens songs ** 2.53 1.01 1.88 0.93
Positive Autonomy I teach my child to solve his/her own problems. Watch tv with child* 3.90 0.36 3.65 0.72
On the other hand, a positive interactional style characterized by
Emotion
recognition Enforcement of rules, daily routines, respect for adults, respect for own and Teach child letters, colors or numbers* 3.58 0.65 3.30 0.71 actively listening to the child, talking about his/her experiences, knowing
Rules others objects, proper demeanor. Note: * = p < 0.05; ** = p < 0.01 his/her interests, helping resolve conflicts, complementing, and sharing
Rules I teach my child that is important to behave properly.
Autonomy
Parenting 0,3 Emotion recognition
joint activities, seems to promote the development of childrens empathy.
practices Ignoring Ignoring, withdrawal of affect and communication
When my child does something that is not allowed, I give him/her an angry 0,2 Empathy These findings suggest that childrens socio emotional outcomes, to
Ignoring look and pretend he/she is not there. some extent, depend on the types and frequency of parental goal-
Social 0,1 directed child care behaviors. Further research in needed to identify
Harsh Emotional Context-based emotion recognition (Gross & Baliff, 1999)
development 0 factors, that might determine parents level of involvement in childrens
punishment
daily routines (e.g.stress, depression, etc.).
This instrument consists of photos of children expressing 4 basic -0,1
Shared emotions: happiness, sadness, anger and fear. Children are required
-0,2
Types routines to identify the emotion expressed and explain the situation associated
Acknowledgments
Empathy with it. -0,3 We gratefully thank..
Frequency High engagement Low engagement Parents and children who kindly agreed to participate in this study.
The principal, teachers and personnel at the school La Giralda.
Figure 5. Differences in Socio emotional skill by Cluster type Graduate and undergraduate students who contributed their time to data collection endeavors.
Note: socio emotional skills are shown as z scores. a+ and b+ = p < 0.05
Participants Table 5 References
Figure 3 Example of item:
How does this boy feel? What do you think Bivariate Correlations between parenting practices and children's socio-emotional Anthony, L., Anthony, B., Glanville, D., Naiman, D., Waanders, C. & Shaffer, S. (2005) The Relationships between parenting
that happened ? skills
Participants were 97 working-class Spanish-speaking Colombian stress, parenting behavior and preschoolers social competence and behavior problems in the classroom. Infant and Child
Development, 14, 133-154.
Emotion Recognition Empathy
kindergarteners and their mothers (or primary care givers). Empathy: Affective Situation Test (Feshback and Roe, 1968) Positive interaction 0,14 ,270** Darling, N. & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113, 487-496.
Denham, S.A. (1998). Emotional development in young children. New York: The Guilford Press.
Autonomy ,205* 0,09 Meunier, J. K. & Roskam, I. (2007) Psychometric properties of a parental childrearing behavior scale for French-speaking
Children's ages were between 60 and 82 months (M= 63,4; Consists of 4 vignettes describing an event (matched by childrens Rules 0,19 0,03 parents, children and adolescents. European Journal of Psychological assessment, 23, 2, 113-124.
Harsh punishment -0,15 -0,08 Roberts, W. & Strayer, J. (1987). Parents responses to the emotional distress of their children: relations with childrens
D.E.=4,19). There were 48 girls (49%) and 49 boys (51%). sex). Children are asked to identify what happened to the main Ignoring competence. Developmental Psychology, 23 (3), 415-422.
-0,10 -0,06 Masten, A. & Coatsworth, J.D. 1998. The Development of competence in favorable and unfavorable environments: Lessons
character in the story and he/she felt. Note: * = p < .05; ** = p < .01 from research on successful children. American Psychologist, 53, 205-220.

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