Utilizing a two-dimension model of parenting emphasizing both 1) sensitivity and 2) exploration, consistent with a conceptual framework rooted in attachment theory, the relations between parental insightfulness and observed parenting with child cognitive and language outcomes were investigated in a low income sample of 64 caregivers and their young 3- to 5-year-old children. Specifically, parental insightfulness, assessed dimensionally as Positive Insight and Focus on Child, and observed parental sensitivity and intrusiveness were examined in relation to child language and nonverbal cognitive outcomes. Although parental sensitivity and intrusiveness during play were not associated with child cognitive outcomes, parental intrusiveness during a wordless book activity was related to child language and nonverbal cognitive scores. Parent"'s capacity to remain child-focused during the Insightfulness Assessment was correlated with observed intrusiveness and was associated significantly with child nonverbal cognitive and language scores. In this sample, Focus on Child had a direct effect on child outcomes that was not mediated by observed parenting variables. These results suggest unique contributions of caregiver insightfulness, specifically parents"' capacity to remain focused on the child"'s experience during the Insightfulness Assessment, to child nonverbal cognitive and language outcomes, with preliminary evidence supporting relations between insight, intrusive parenting, and nonverbal cognitive and language outcomes for young children. / 1 / Jessie A Gomez
| Identifer | oai:union.ndltd.org:TULANE/oai:http://digitallibrary.tulane.edu/:tulane_52667 |
| Date | January 2016 |
| Contributors | Gomez, Jessie A. (author), Gray, Sarah (Thesis advisor), School of Science & Engineering Psychology (Degree granting institution) |
| Source Sets | Tulane University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | electronic |
| Rights | Embargo |
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