Paternal mind-mindedness and child executive functioning in the kindergarten classroom

Abstract

Growing research shows that parent‒child relationships are reliable predictors of child executive functioning (EF), a set of cognitive skills of key importance for learning and school adjustment. However, few EF studies have considered fathers and even fewer have examined paternal mind-mindedness, an aspect of parental behavior that is gaining attention in developmental research. Accordingly, the aim of this longitudinal study (N = 108) was to investigate the role of paternal mind-mindedness in the prediction of individual differences in child EF as manifested at school. Paternal mind-mindedness was assessed during a 10-min father–toddler free play sequence when children were aged 18 months, and child EF problems were reported by teachers in kindergarten. The findings indicated that toddlers who were exposed to more paternal mind-mindedness were later considered by their teachers to present fewer EF problems in everyday school settings. The results held after controlling for other documented predictors of EF, namely mother–toddler attachment security, paternal socioeconomic status, and prenatal risk. This study underscores the relevance of parental mind-mindedness for child cognitive development and adds to growing research on fathers and their importance for child EF. Futures studies should adopt a systemic approach, including both parents and their children, to enhance the understanding of the parental and family antecedents of child EF.