Talking, praising and teaching: How parent interaction during a learning task relates to children's early learning

Bird, A; Reese, E; Schaughency, E; Waldie, K; Atatoa-Carr, P; Morton, S; Grant, C

Talking, praising and teaching: How parent interaction during a learning task relates to children's early learning

Bird, A Reese, E Schaughency, E Waldie, K Atatoa-Carr, P Morton, S

Grant, C

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Publisher:: ELSEVIER SCIENCE INC
Publication Type:: Journal Article
Citation:: Early Childhood Research Quarterly, 2024, 66, pp. 255-268
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Bird, A
dc.contributor.author	Reese, E
dc.contributor.author	Schaughency, E
dc.contributor.author	Waldie, K
dc.contributor.author	Atatoa-Carr, P
dc.contributor.author	Morton, S https://orcid.org/0000-0002-2231-7020
dc.contributor.author	Grant, C
dc.date.accessioned	2025-01-10T04:48:43Z
dc.date.available	2025-01-10T04:48:43Z
dc.date.issued	2024-01-01
dc.identifier.citation	Early Childhood Research Quarterly, 2024, 66, pp. 255-268
dc.identifier.issn	0885-2006
dc.identifier.issn	1873-7706
dc.identifier.uri	http://hdl.handle.net/10453/183203
dc.description.abstract	The foundational skills that children begin formal schooling with are subject to persistent inequities, and can have long-term academic, occupational and health consequences. Early learning is conceptualised as encompassing social, emotional, behavioral and motor functioning in addition to more traditional formal academic skills. Within a large, diverse, longitudinal child cohort - Growing Up in New Zealand - the aims of the current study were to examine: (1) how multiple indicators of children's social, emotional, behavioral, motor and cognitive development relate to one another at age four years prior to beginning formal schooling; and (2) whether parent behavior during an observed writing interaction at age 4 was associated with these early learning factors. Children (n = 4,697) and their primary caregiving parent were visited at home and completed the interactive writing task. Children completed direct assessments of language, executive functioning, self-regulation, writing (name and numbers) and emotion knowledge. The parent reported on the child's language, motor skills and social, emotional and behavioral functioning. Exploratory Factor Analysis indicated four early learning factors: literacy and numeracy skills; oral language and regulation; behavior difficulties; and interpersonal and motor skills. After controlling for multiple covariates, hierarchical regression analyses indicated that parent verbalisations during the writing interaction task predicted small but significant variance in children's early learning across all four factors. The current findings support holistic models of early learning and demonstrate associations with parent verbalisations during learning-based interactions.
dc.language	English
dc.publisher	ELSEVIER SCIENCE INC
dc.relation.ispartof	Early Childhood Research Quarterly
dc.relation.isbasedon	10.1016/j.ecresq.2023.10.001
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1301 Education Systems, 1701 Psychology
dc.subject.classification	Developmental & Child Psychology
dc.subject.classification	3903 Education systems
dc.subject.classification	3904 Specialist studies in education
dc.subject.classification	5201 Applied and developmental psychology
dc.title	Talking, praising and teaching: How parent interaction during a learning task relates to children's early learning
dc.type	Journal Article
utslib.citation.volume	66
utslib.for	1301 Education Systems
utslib.for	1701 Psychology
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Health
pubs.organisational-group	University of Technology Sydney/UTS Groups
pubs.organisational-group	University of Technology Sydney/UTS Groups/Women & Children’s Health Research Collaborative (WCHC)
pubs.organisational-group	University of Technology Sydney/UTS Groups/INSIGHT: Institute for Innovative Solutions for Well-being and Health
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2025-01-10T04:48:42Z
pubs.publication-status	Published
pubs.volume	66

Abstract:

The foundational skills that children begin formal schooling with are subject to persistent inequities, and can have long-term academic, occupational and health consequences. Early learning is conceptualised as encompassing social, emotional, behavioral and motor functioning in addition to more traditional formal academic skills. Within a large, diverse, longitudinal child cohort - Growing Up in New Zealand - the aims of the current study were to examine: (1) how multiple indicators of children's social, emotional, behavioral, motor and cognitive development relate to one another at age four years prior to beginning formal schooling; and (2) whether parent behavior during an observed writing interaction at age 4 was associated with these early learning factors. Children (n = 4,697) and their primary caregiving parent were visited at home and completed the interactive writing task. Children completed direct assessments of language, executive functioning, self-regulation, writing (name and numbers) and emotion knowledge. The parent reported on the child's language, motor skills and social, emotional and behavioral functioning. Exploratory Factor Analysis indicated four early learning factors: literacy and numeracy skills; oral language and regulation; behavior difficulties; and interpersonal and motor skills. After controlling for multiple covariates, hierarchical regression analyses indicated that parent verbalisations during the writing interaction task predicted small but significant variance in children's early learning across all four factors. The current findings support holistic models of early learning and demonstrate associations with parent verbalisations during learning-based interactions.

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http://hdl.handle.net/10453/183203