Parents knowledge about the development of children aged 2 to 6 years old.

Contenido principal del artículo

Maria da Luz Vale-Dias
Luiza Nobre-Lima

Resumen

Based on the assumption that parental knowledge about child development influences the way parents understand the behavior of their children, parenting actions and child development, this study aimed to: 1) analyze what parents know about the development of children aged between 2 and 6 years old and the security they have on this knowledge; 2) explore the variability of this knowledge according to characteristics such as age, sex, parents’ level of education and number of children; 3) know if parental knowledge about child development predicts pleasure in parenting. For the purpose, it was used a socio-demographic questionnaire and the Portuguese versions of the Knowledge of Infant Development Inventory-P [KIDI-P] (MacPhee, 1996; Portuguese adaptation by Nobre-Lima, Vale-Dias, Mendes, Mónico, y MacPhee, 2014) and of the Pleasure in Parenting Scale [PPS] (Fagot, 1995; Portuguese adaptation: Taborda, Vale-Dias, Aguiar, y Morais, 2011). KIDI-P is a one-dimensional scale of 58 items which are scored as correct, incorrect or not sure. Three summary scores can be calculated: a t t e m p t e d , a c c u r a c y and a t o t al. The former is related to confidence in ones knowledge, the second represents exposure to solid, normative information about infants and the last reflects the percentage of correct answers out of all items on the KIDI-P . PPS is a 10 items unidimensional scale evaluating the gratification in parenting.The sample has around 500 parents, on average on their thirties, both sexes, and not couples. Results show that parental knowledge about child development predicts pleasure in parenting. Results also point to some interesting differences in the KIDI-P summary scores between mothers and fathers and according to the number of children and educational background, that can be suggestive of the importance of addressing the sources of knowledge about developmental information and its rigorous disclosure when working with parents, for example in educational or pediatric contexts. 

Descargas

Los datos de descargas todavía no están disponibles.

Detalles del artículo

Cómo citar
Vale-Dias, M. da L., & Nobre-Lima, L. (2018). Parents knowledge about the development of children aged 2 to 6 years old. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 4(1), 149–156. https://doi.org/10.17060/ijodaep.2018.n1.v4.1284
Sección
Artículos

Citas

Bhargava, S., Kassam, K.S., & Loewenstein, G. (2014). A reassessment of the defense of parenthood. Psychol Sci., 2 5 (1), 299-302. DOI: 10.1177/0956797613503348

Bornstein, M. H., Cote, L. R., Haynes, O., Hahn, C., & Park, Y. (2010). Parenting knowledge: Experiential and sociodemographic factors in European American mothers of young children. Developmental Psychology, 46, 1677–1693. DOI:10.1037/a0020677

Bornstein, M. H., Hahn, C.-S., & Haynes, O. M. (2011). Maternal Personality, Parenting Cognitions and Parenting Practices. Dev. Psychol., 47 (3), 658–675. DOI:10.1037/a0023181

Chandani, K., Prince, M. & Scott, S. (1999). Development and initial validation of the parent-child joint activity scale: a measure of joint engagement in activities between parent and pre-school child. International Journal of Methods in Psychiatric Research, 8(4), 219-228. DOI: 10.1002/mpr.73

Fagot, B. (1995). Development of pleasure in parenting scale. Early development and parenting, 4 (2), 75-82. DOI: 10.1002/edp.2430040204

Glass, J., Simon, R.W., & Andersson, M.A. (2016). Parenthood and Happiness: Effects of WorkFamily Reconciliation Policies in 22 OECD Countries. AJS, 122 (3), 886-929. DOI: 10.1086/688892

Goodnow, J. J. (1988). Parents’ ideas, actions and feelings: Models and methods for developmental and social psychology. Child Development, 59, 286–320. DOI:10.2307/1130312

Goodnow, J. J., & Collins, W. A. (1990). Development according to parents. The nature, sources, and consequences of parents’ ideas. Hillsdale, NJ: Erlbaum.

Hansen, T. (2012). Parenthood and Happiness: A Review of Folk Theories Versus Empirical Evidence. Social Indicators Research, 108, 29–64. DOI: 10.1007/s11205-011-9865-y

Jahromi, L. B., Guimond, A. B., Umaña-Taylor, A. J., Updegraff, K. A., & Toomey, R. B. (2014). Family Context, Mexican-Origin Adolescent Mothers’ Parenting Knowledge, and Children’s Subsequent Developmental Outcomes. Child Development, 85 (2), 593–609. DOI:10.1111/cdev.12160

MacPhee, D. (2002). Manual: Knowledge of infant development inventory. Unpublished manuscript, Colorado State University, Fort Collins, CO.

Nabuco, M. E., Aguiar, M. S., Costa, C., & Morais, D. (2014) Evaluation of the effectiveness of the implementation of the A PAR parental intervention programme in Portugal. Child development and parenting support. European Early Childhood Education Research Journal, 22 (4), 554-572. DOI: 10.1080/1350293X.2014.947836

Nelson, S. K., Kushlev, K., English, T., Dunn, E. W., & Lyubomirsky, S. (2013). In defense of parenthood: Children are associated with more joy than misery. Psychological Science, 24, 3–10. DOI: 10.1177/0956797612447798

Nobre-Lima, L., Vale-Dias, M. L., Mendes, T., Mónico, L., & MacPhee, D. (2014): The Portuguese version of the Knowledge of Infant Development Inventory-P (KIDI-P), European Journal of Developmental Psychology, 11 (6), 740-745. DOI: 10.1080/17405629.2014.929941

Taborda, J., Vale-Dias, M. L., Aguiar, M. S. & Morais, D. (2011). Presentation of the portuguese version of two different scales: Pleasure in Parenting Scale - PPS (Escala de Gratificação Parental, EGP) and Parent-Child Joint Activity Scale - PJAS (Escala de Actividades de Interacção PaisFilhos, EAIP/F). In E. Catarsi et J.-P . Pourtois (Eds.), Education familiale et services pour l’enfance, II vol. (pp. 264-268). Firenze: Firenze University Press.

Tamis-Lemonda, C., Shannon, J., Cabrera, N. & Lamb, M. (2004). Fathers and mothers at play with their 2- and 3- years olds: Contributions to language and cognitive development. C hild D e v elo p m e n t , 7 5 , 1806-1820. DOI: 10.1111/j.1467-8624.2004.00818.x

Schreiber, M. A. (2001). Confirmatory factor structure of a measure of knowledge of child development (Unpublished Master’s thesis). Middle Tenesse State University, Murfreesboro, TN.

Sigel, I. E., & McGillicuddy-DeLisi, A. V. (2002). Parent beliefs are cognitions: The dynamic belief systems model. In M. H. Bornstein (Ed.), Hand book of parenting: Being and becoming a parent (pp. 485–508). Mahwah, NJ: Erlbaum.