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Parental Effects on Children's Emotional Development over Time and across Generations

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Title: Parental Effects on Children's Emotional Development over Time and across Generations
Language: English
Authors: Stack, Dale M., Serbin, Lisa A., Enns, Leah N.
Source: Infants and Young Children. Jan-Mar 2010 23(1):52-69.
Availability: Lippincott Williams & Wilkins. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: customerservice@lww.com; Web site: http://www.lww.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 18
Publication Date: 2010
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Emotional Intelligence, Social Integration, Self Efficacy, Parenting Styles, Developmental Disabilities, Child Rearing, Emotional Development, Child Development, Parent Influence, Young Children, Self Control, Social Development, School Readiness, Longitudinal Studies, Social Behavior, Academic Ability, At Risk Students, Comparative Analysis, Competence
ISSN: 0896-3746
Abstract: Principal tasks of the early childhood years, including attaining self-efficacy, self-control, social integration, and preparedness for education, require the development of adaptive and competent emotional development. Results from longitudinal and intergenerational studies examining the effect of parenting behaviors on children's emotional outcomes provide support for the importance of parenting style as a mechanism in the development of competent or problematic emotional functioning over time and across generations. Despite the critical role of emotional competence on lifelong development, little longitudinal research has assessed its effect on children's cognitive, social, behavioral, and academic competence over time, or how parenting affects the emotional functioning and later developmental outcomes in subsequent generations. The objectives of the present article were to (1) summarize and integrate longitudinal and intergenerational research on the emotional development of at-risk and typically developing children; (2) evaluate research examining the role that parenting behaviors play in the development of children's emotional competence; (3) highlight cross-sectional research investigating parental influences on the emotional development of children with disabilities; and (4) describe how adaptive and maladaptive emotional development affect the overall functioning of children with and without developmental disabilities. The importance of studying emotional development is underscored, as well as implications for social, educational, and health policy.
Abstractor: As Provided
Entry Date: 2010
Access URL: https://journals.lww.com/iycjournal/Abstract/2010/01000/Parental_Effects_on_Children_s_Emotional.7.aspx
Accession Number: EJ884547
Database: ERIC
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  Data: Parental Effects on Children's Emotional Development over Time and across Generations
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  Data: <searchLink fieldCode="SO" term="%22Infants+and+Young+Children%22"><i>Infants and Young Children</i></searchLink>. Jan-Mar 2010 23(1):52-69.
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  Data: Lippincott Williams & Wilkins. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: customerservice@lww.com; Web site: http://www.lww.com
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  Data: Principal tasks of the early childhood years, including attaining self-efficacy, self-control, social integration, and preparedness for education, require the development of adaptive and competent emotional development. Results from longitudinal and intergenerational studies examining the effect of parenting behaviors on children's emotional outcomes provide support for the importance of parenting style as a mechanism in the development of competent or problematic emotional functioning over time and across generations. Despite the critical role of emotional competence on lifelong development, little longitudinal research has assessed its effect on children's cognitive, social, behavioral, and academic competence over time, or how parenting affects the emotional functioning and later developmental outcomes in subsequent generations. The objectives of the present article were to (1) summarize and integrate longitudinal and intergenerational research on the emotional development of at-risk and typically developing children; (2) evaluate research examining the role that parenting behaviors play in the development of children's emotional competence; (3) highlight cross-sectional research investigating parental influences on the emotional development of children with disabilities; and (4) describe how adaptive and maladaptive emotional development affect the overall functioning of children with and without developmental disabilities. The importance of studying emotional development is underscored, as well as implications for social, educational, and health policy.
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      – Text: English
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        PageCount: 18
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    Subjects:
      – SubjectFull: Emotional Intelligence
        Type: general
      – SubjectFull: Social Integration
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Parenting Styles
        Type: general
      – SubjectFull: Developmental Disabilities
        Type: general
      – SubjectFull: Child Rearing
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      – SubjectFull: Emotional Development
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      – SubjectFull: Child Development
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      – SubjectFull: Parent Influence
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      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Self Control
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      – SubjectFull: Social Development
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      – SubjectFull: School Readiness
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      – SubjectFull: Academic Ability
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      – SubjectFull: At Risk Students
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Competence
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      – TitleFull: Parental Effects on Children's Emotional Development over Time and across Generations
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