A unified framework of parental socialization of executive function development

Abstract

Parenting behaviors have been recognized as a significant contributor to the development of executive function (EF) skills in children. These contributions encompass various socioemotionally and cognitively oriented behaviors. In this comprehensive review, we examine the existing literature on cognitively oriented parenting behaviors and identify three principal dimensions: cognitive stimulation, language input, and scaffolding/autonomy support. We discuss the conceptual and methodological overlap among these behaviors while emphasizing the distinct aspects of each and their potential contributions to EF development. A conceptual framework is then proposed which elucidates the interrelatedness of these behaviors and their association with child EF development. Within this framework, cognitive stimulation, language input, and scaffolding/autonomy support are reframed as opportunities, tools, and strategies for problem solving, respectively. This perspective underscores the elaborative nature of these behaviors and suggesting that they not only do they make independent contributions to EF skills but may also interact to facilitate EF development. Lastly, we explore practical, methodological, and cross-cultural implications arising from this framework.