Preschool Children's Social Information Processing Mediates the Link between the Quality of the Parent-Child Relationship and the Child's Learning Difficulties.

Reout Arbel,Einat Elizarov,Yair Ziv,Inbar Sofri

doi:10.3390/ijerph18041972

Abstract

(1) Background: This study aims to explore children’s social information processing (SIP) as an explanatory mechanism in the link between parent–child relationship and children’s learning difficulties in kindergarten; (2) Methods: The sample included 115 kindergarteners (62 girls; 53 boys; Mage = 68.5 months, SD = 6.04), their parents and the school teacher. Parents reported on relationship quality with the child and teachers reported on children’s learning difficulties and school achievements. Children’s SIP was assessed with the social information processing interview—preschool version (3) Results: Mother and father relationship quality with the child associated with children’s SIP; however, only the father’s but not the mother’s quality of relationship with the child was associated with children’s learning difficulties and school achievements. Children’s SIP mediated this latter link; (4) Conclusions: Parents’ relationship quality with the child and children’s SIP are pertinent factors in children’s learning in the early years. The father–child relationship seems to be a strong determinant of a child’s approach to learning and achievement and may have long lasting effects on children’s mental health.

Highlights

social information processing (SIP) and adverse learning outcomes, we focus on aggressively biased response evaluation and decision processes as a precursor of learning difficulties in kindergarten
To provide theoretical support for the above-mentioned aims, we present a short review of the literature on (a) children’s approaches to learning; (b) children’s social information processing, and on aggressive Response Evaluation and decision (RED); (c) the associations between parenting and children’s outcomes, with a particular emphasis on ATL and RED; and (d) the possible unique role of fathers in shaping their children’s development, with a particular focus on learning outcomes
We found that the father’s negative perception of the relationship with the child was associated with the child exhibiting more learning problems and having less academic success in kindergarten

Summary

Introduction

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. Preschool children’s approaches to learning (ATL)—defined as their motivation, ability to regulate their behavior, and attentiveness in learning situations [1]—are significant predictors of their later academic success and mental health in school [1,2,3]. It is vital to study the precursors of children’s learning attitudes to better understand the dynamics in which they are created and to facilitate better programs to enhance children’s learning and adaptation in school. The first aim of this study is to examine the associations between the quality of parent–child relationships and children’s approaches to learning

Objectives

Methods

Results

Conclusion