Healthy Child Development Research Articles

The Use of Digital Technology by Parents from the Perspective of Children

This study is a qualitative research project aimed at examining preschool children's perceptions and views of their parents' use of digital technology. The study employs a phenomenological design, allowing an in-depth understanding of how individuals perceive a specific phenomenon. The research participants comprised a total of 27 children, 15 of whom were girls and 12 boys. The ages of the children in the study group ranged from 48 to 72 months. Specifically, nine children aged 48-60 months and 18 children aged 61-72 months were included in the study. A snowball sampling method was used to recruit participants. Data were collected through a semi-structured interview consisting of questions about parents' use of digital technology. To ensure content validity, the interview form was reviewed by two experts in early childhood education, and necessary revisions were made based on their suggestions. A language expert also reviewed the form and finalized it after a pilot study involving three children. The interviews were conducted face-to-face; verbal consent was obtained from the children, and written consent was obtained from their parents before the interviews. During the interviews, audio recordings were taken to document the data, which were later transcribed into written texts for analysis. The collected data were analysed using the content analysis method. The study's findings indicate that parents' use of digital technology can influence children's perceptions, emotions, and behaviours. Children often perceived their parents' prolonged engagement with digital technology as neglect, which evoked emotional responses such as loneliness, jealousy, and anger. Furthermore, excessive parental use of digital technology was found to reduce family interactions, lower the quality of face-to-face communication, and desensitize parents to their children's behavioural cues. The findings also revealed how parental digital behaviours shape children's media habits. Some children imitate their parents' behaviours, which supports the social learning theory. The study highlights the negative effects of parents' use of digital technology on children's social, emotional, and cognitive development. Children frequently expressed feelings of loneliness, neglect, and insecurity as their parents spent more time on digital devices. Additionally, children observed that their parents' focus on devices during family interactions led to communication breakdowns. For example, parental engagement with digital technology during mealtimes, playtime, or bedtime was identified as a factor that increased children's attempts to gain attention. In addition to the negative effects, some children mentioned the positive outcomes of using digital technology with their parents for educational purposes. They noted that spending time with parents on educational apps or creative activities on digital devices was enjoyable. However, for such positive effects to emerge, it is critical for parents to manage their use of digital technology consciously. Setting boundaries on digital technology use and spending quality time with children is essential for supporting their social and emotional development. In this context, avoiding using digital devices during family moments such as mealtimes, bedtime, and playtime can effectively meet children's emotional needs. Furthermore, educational programs should be organized to raise parents' awareness of the effects of digital technology use on children. These programs should guide parents to be role models for their children, control screen time, and consciously use devices. In conclusion, this study sheds light on parents' digital technology usage habits from children's perspective. It demonstrates that these habits can significantly affect children's social, emotional, and cognitive development. The findings underscore the importance of parents consciously managing their relationship with digital technology to support their children's healthy development and strengthen family bonds.

A Multicenter Study of Associations between Area-Level Child Opportunity, Initial Disease Severity and Outcomes among Children with Lupus.

Child opportunity encompasses neighborhood resources and conditions that influence healthy childhood development. We determined whether area-level opportunity associates with disease severity or disease control in a geographically and socioeconomically diverse, multi-center cohort of patients with childhood-onset systemic lupus erythematosus (cSLE). We linked medical records of patients with cSLE at 3 tertiary centers (2016-2022) to the Child Opportunity Index (COI) 2.0 (29 indicators across education, health and environment, socioeconomics). Primary outcomes included severe initial disease presentation (composite of Systemic Lupus Erythematosus Disease Activity Index (SLEDAI-2K) ≥10, intensive care, or dialysis) and acute care (inpatient/emergency) visits. Associations between nationally ranked COI levels and outcomes were estimated using mixed effects models clustered by site, adjusted for age, sex, race and ethnicity, language and insurance status. Among 538 cSLE patients, living in areas with low vs. very high COI associated with 1.93 higher adjusted odds of severe disease presentation (95% CI [1.05-3.57]) and 2.03 higher adjusted incidence of acute care visits within the first year ([1.29-3.18]). At most recent follow-up, living in low vs. very high COI areas associated with higher disease activity (aβ 1.69 [0.54-2.84]) and lower odds of concurrent achievement of SLEDAI-2K≤4 and ≤7.5 mg/day of prednisone, adjusted for initial disease severity and disease duration (aOR 0.44 [0.22-0.88]). Structural inequities in area-level child opportunity may contribute to disparities in both cSLE severity and disease control. Tailoring interventions for communities with low levels of child opportunity may improve access to pediatric subspecialty care and cSLE outcomes.

Views of Families of Kindergarten Students on the Degree of Strengthening Emotional Intelligence through Differentiated Teaching and Learning

The concept of Emotional Intelligence is a clear and original field of study and research that has aroused the interest of the scientific community in recent years. The implementation of Differentiated Teaching and Learning, as a high-quality teaching, is a key factor in achieving the set learning goals, social skills but also the satisfaction of the psycho-emotional needs of all students. The purpose of this research study is to investigate the opinions of thirty-two (N:32) families of preschool children on the degree of strengthening of children's Emotional Intelligence by utilizing Differentiated Teaching and Learning in kindergarten. The research was completed during the Academic Year 2023-2024. A structured questionnaire with closed-ended questions was used to collect the research data. The data of this research highlighted the enhancement of Emotional Intelligence through the implementation of Differentiated Teaching and Learning in daily educational practice, a fact that was recorded in the opinions of the families of preschool students. The collaboration between family and school is crucial for the healthy emotional development of young children and creates a supportive environment that promotes their all-round development. A unified approach to the education and upbringing of children enhances their self-esteem, their social competence and their mental well-being.

Parental Mental Health Association with Preschoolers' Social Skills in Urban Indonesia

Children's social development is an important aspect that influences their later life; hence it is important to optimize their development from an early age. This study investigates the correlation between development of social skills in preschool-aged children and parental mental health in Indonesia. Utilizing a cross-sectional observational methodology, data were gathered from 343 parents and teachers within nine private kindergartens located in SJ Ward, B City. The mental health of parents was examined with the Depression, Anxiety, and Stress Scale (DASS-21), whilst the social abilities of children were measured with the Social Skill Scale (SSS). Findings revealed a negative correlation between parental stress and anxiety with children's assertion, self-control, and cooperation. Nonetheless, depression did not exhibit significant correlations with social skills, which might be influenced by the study's cross-sectional design. The results underscore the necessity for early interventions aimed at alleviating parental stress and anxiety to enhance children's social skills. This research is the first application of the validated SSS for preschoolers in Indonesia, enhancing the comprehension of early childhood social development. Future investigations should examine long-term consequences via longitudinal studies. These findings offer significant insights for educators and mental health experts in formulating parenting support programs that promote healthy child development.

Neighborhood child opportunity and its association with complicated inguinal hernia in children: an analysis of a national insurance claims-based database.

The Child Opportunity Index (COI) is a measure of neighborhood conditions associated with healthy child development. Inguinal hernia repair (IHR) is a common pediatric procedure. We sought to evaluate the association between COI and complicated inguinal hernia (IH), incarcerated or strangulated IH, among children with employer-based insurance coverage. We performed a retrospective cohort study of children who underwent IHR in the IBM Watson Health MarketScan® Research Database from 2015 to 2019. Claims data were merged with the COI at the metropolitan statistical area (MSA) level. We performed a multivariate regression analysis to determine the association between COI and complicated IH. A total of 12,084 eligible pediatric patients were identified, of which 3.7%(n = 408) had IH. Children with complicated IH were younger than those with uncomplicated IH (2 vs. 3years; p = 0.0016). There were no children from very low COI neighborhoods. There was no difference in COI between uncomplicated and complicated IH: (Low- 13.5% vs. 17.2%: Moderate- 67.3% vs. 63.5%; High- 19.2% vs. 19.4%; p = 0.19). Age (aOR: 0.967; 95% CI: 0.95-0.99), but not COI, was independently associated with decreased odds of complicated IH. Neighborhood-level disadvantage, as measured by COI 2.0, was not an independent predictor of complicated IH among children with employer-based insurance coverage. II.

Severity of Congenital Heart Defects Affects Long-Term Somatic Development.

Treatment options and therefore general health in children with congenital heart defects (CHD) improved tremendously over the last decades. Growth is an important marker to evaluate healthy development, especially in patients with chronic diseases. This study aimed to evaluate growth in children with CHD compared to their healthy peers. A retrospective, longitudinal analysis of standardized measurements of height, weight, and head circumference of children with CHD aged 0 to 18years (n = 18,591) was conducted based on data provided by the German pediatrician network CrescNet. These data were compared to the data of healthy children from the same region. Inclusion was based on the ICD-10 codes for CHD; patients with other growth-altering diseases or medications were excluded. CHD were grouped into mild, moderate, or severe according to their severity. The severity of the CHD influences the height, final height, weight, and head circumference of affected children at birth and in long-term growth. Children with more severe CHD are smaller (-1 to -0.7 SDS), lighter (-1 SDS), and have smaller head circumferences (-1 SDS) than their healthy peers and children with milder CHD. In a subgroup analysis of children with Down's syndrome (T21), children with T21 and CHD showed significantly smaller measurements than their peers without CHD. In this subgroup, only the presence but not the severity of the CHD mattered. Despite overall good outcomes and better survival rates, growth as a marker of healthy development in children with CHD may be still impacted and should be closely monitored to offer early intervention.

Effect of a Gamified Family-Based Exercise Intervention on Adherence to 24-Hour Movement Behavior Recommendations in Preschool Children: Single-Center Pragmatic Trial.

Adherence to 24-hour movement behavior recommendations, including physical activity (PA), sedentary time, and sleep, is essential for the healthy development of preschool children. Gamified family-based interventions have shown the potential to improve adherence to these guidelines, but evidence of their effectiveness among children is limited. This study aimed to evaluate the effectiveness of a gamified family-based exercise intervention in promoting adherence to 24-hour movement behavior recommendations among preschool-aged children. This 12-week study is a single-center, pragmatic randomized controlled trial that included 80 preschool children (56% boys) and their families, who were randomly assigned to either the gamification group (n=40) or the control group (n=40). The "3, 2, 1 Move on Study" incorporates family-oriented physical activities and gamification techniques to increase PA domains, reduce sedentary behavior, and improve sleep patterns. The primary outcome was to increase moderate to vigorous PA (MVPA) by 5 minutes/day, as measured by accelerometer at follow-up. Accelerometer-determined daily time spent (PA domains, sedentary behavior, and sleep), physical fitness (cardiorespiratory, speed-agility, muscular, physical fitness z-score), basic motor competencies (self-movement and object movement), and executive function (memory, cognitive flexibility, and inhibitory control) were also included as secondary outcomes. The 71 participants included in the per-protocol analyses (32 girls, 45%; 39 boys, 55%) had a mean (SD) age of 5.0 (0.5) years. Change in MVPA per day after the intervention (12 weeks) increased in both groups by +25.3 (SD 24.6) minutes/day in the gamification group and +10.0 (SD 31.4) minutes/day in the routine care group, but no significant between-group differences were observed (8.62, 95% CI -5.72 to 22.95 minutes/day, ηp2=.025; P=.23). The analysis of secondary outcomes showed significant between-group mean differences in the change in physical behaviors derived from the accelerometers from baseline to follow-up of 26.44 (95% CI 8.93 to 43.94) minutes/day in favor of light PA (ηp2=.138; P=.01) and 30.88 (95% CI 4.36 to 57.41) minutes/day in favor of total PA, which corresponds to a large effect size (ηp2=.087; P=.02). Likewise, the gamification group substantially increased their score in standing long jump and physical fitness z-score from baseline (P<.05). In the "3, 2, 1 Move on Study," a gamified intervention showed a modest but relevant increase in MVPA and other domains of 24-hour movement behavior among preschool-aged children. Therefore, gamified family-based interventions may provide a viable alternative to improve adherence to 24-hour movement behavior recommendations.

The 24-hour movement behaviour compositions of children with and without impaired motor coordination: The Moves-UP project.

The 24-hour movement behaviours, including sleep, sedentary behaviour (SB), and moderate-to-vigorous physical activity (MVPA) are crucial for a child's healthy growth and development. Yet, the full 24-hour movement behaviour composition has not been thoroughly explored in children with suspected Developmental Coordination Disorder (sDCD). The aim of this study was to compare the 24-hour movement behaviour compositions of children with sDCD to their typically developing (TD) peers and to assess the associations between movement behaviours and motor competence. Sixty-nine children (mean age 8.6 ± 1.6 years, 55% boys) wore a wrist-mounted accelerometers for seven consecutive days, completed a dynamic motor competence assessment and were screened for sDCD using the Developmental Coordination Disorder Questionnaire. Results of the compositional Isotemporal-substitution analysis indicated that children with sDCD spent less time in light physical activity (LPA) and MVPA and more time in SB compared to the TD group. No significant differences were observed during school or weekend periods. However, increasing MVPA in place of lower-intensity activities was associated with theoretical improvements in motor competence. The 24-hour movement behaviour profiles of children with sDCD identified in this study may have adverse implications for their future health and wellbeing, emphasising the need for targeted interventions, particularly during out-of-school hours.

The Impact of Interactive Game-Based Media on Enhancing Positive Discipline in Preschool Children

Positive discipline strategies are crucial for fostering healthy behavioral development in preschool children. Concurrently, the integration of interactive game-based media in educational settings has surged, offering innovative approaches to early childhood education. However, the effectiveness of these digital interventions in promoting positive disciplinary behaviors remains underexplored. This study aims to evaluate the effectiveness of interactive game-based media in enhancing positive discipline among preschool children. It further seeks to identify specific game elements that contribute to behavioral improvements. Utilizing a quasi-experimental design, the study involved 120 preschool children aged three to five years from diverse socioeconomic backgrounds. Participants were randomly assigned to either the intervention group, which engaged with specially designed interactive educational games focused on positive discipline principles, or a control group receiving traditional behavioral guidance methods. The intervention spanned eight weeks, with sessions conducted three times weekly. Data on positive discipline behaviors were collected through observational checklists and parent/teacher questionnaires administered pre-and post-intervention. Statistical analyses, including ANOVA and regression models, were employed to assess the impact of the game-based media. The intervention group demonstrated a significant increase in positive disciplinary behaviors compared to the control group (p &lt; 0.01). Specific game elements, such as interactive storytelling and reward systems, were strongly associated with improvements in self-regulation and cooperative behaviors. Qualitative feedback indicated enhanced engagement and motivation among children interacting with the game-based media. Interactive game-based media effectively enhance positive discipline in preschool children, offering a viable complement to traditional behavioral strategies. These findings suggest that incorporating thoughtfully designed digital tools into early childhood curricula can support educators and parents in fostering desirable behavioral outcomes. Future research should explore long-term effects and the applicability of such interventions across diverse cultural contexts.

Associations of meeting the 24-hour movement behaviors guidelines with emotional, social, and academic function among children and adolescents with hearing loss: findings from the 2018–2022 national survey of children’s health in the U.S.

BackgroundAdherence to the 24-hour movement behaviors (24-HMB) guidelines, which include increasing physical activity (PA), reducing screen time (ST), and ensuring adequate sleep (SL) is critical to the healthy development of children and adolescents. Compliance with these guidelines is associated with positive health outcomes (e.g., emotional, social, and academic function). Nevertheless, this correlation has yet to be investigated in children and adolescents with hearing loss. Therefore, we examined the relationship between adherence to 24-HMB guidelines and emotional, social, and academic function in children and adolescents with hearing loss.MethodsUsing data from the 2018–2022 National Survey of Children’s Health (NSCH). The NSCH was conducted in all 50 states and the district of Columbia in U.S. We extracted and analyzed parent-reported data on movement behaviors (PA, ST, and SL) and outcome variables of interest for children and adolescents with hearing loss (aged 6 to 17 years). Multiple logistic regression models were employed to examine the associations between meeting the 24-HMB guidelines and emotional, social, and academic function, with odds ratios (OR) and 95% confidence intervals (CI) calculated to quantify these relationships. Children’s age, children’s gender, children’s ethnicity, children’s preterm birth status, children’s overweight status, household poverty level and primary caregiver’s educational background were included as covariates in the models.ResultsAmong 1,568 children and adolescents with hearing loss, only 6.4% met all three 24-HMB guidelines. The rate of adherence to the SL guideline (27.9%) was higher compared to those who adhered to PA (3.5%) and ST (12.6%) guideline. Compared with those who did not meet any of the 24-HMB guidelines, meeting the PA + ST + SL guidelines was associated with a lower likelihood of poorer emotional function (anxiety: OR = 0.15, 95% CI [0.05–0.49]; depression: OR = 0.03, 95% CI [0.01–0.14]). Meeting ST + SL guidelines was associated with lower odds of poorer social function (being bullied: OR = 0.17, 95% CI [0.04–0.65]; arguing: OR = 0.08, 95% CI [0.03–0.23]). Additionally, meeting PA + ST + SL guidelines was linked to better academic function (caring about doing well in school: OR = 0.15, 95% CI [0.05–0.44]; doing homework: OR = 0.06, 95% CI [0.01–0.48]).ConclusionMeeting 24-HMB guidelines was associated with better emotional, social, and academic function in children and adolescents with hearing loss. These findings highlight the importance of promoting adherence to the 24-HMB guidelines among children and adolescents with hearing loss.

Unveiling the Role of Selenium in Child Development: Impacts on Growth, Neurodevelopment and Immunity.

Selenium (Se) is a vital trace element for children, playing a crucial role in numerous physiological processes, including antioxidant defense, immune regulation, thyroid function, and bone metabolism. Emerging evidence highlights its potential impact on child development and growth while also underscoring the complexity of its mechanisms and the global variations in Se intake. The aim of this review is to comprehensively elucidate the significance of Se in various biological processes within the human body, with a focus on its role in child development and growth; its biochemical effects on the nervous system, thyroid function, immune system, and bone tissue; and the implications of Se deficiency and toxicity. This review integrates findings from experimental models, epidemiological studies, and clinical trials to explore Se's role in neurodevelopment, growth regulation, and immune competence in children. Selenoproteins, which regulate oxidative stress and thyroid hormone and bone metabolism, are essential for normal growth and cognitive development in children. Se deficiency and toxicity has been linked to impaired immune function, growth retardation, and decreased immune function. The findings underscore Se's influence on various biological pathways that are critical for healthy child development and its broader importance for child health. Public health strategies aimed at optimizing selenium intake may play a pivotal role in improving pediatric health outcomes worldwide.

Bilateral Asymmetries of Plantar Pressure and Foot Balance During Walking, Running, and Turning Gait in Typically Developing Children.

Biomechanical asymmetries between children's left and right feet can affect stability and coordination, especially during dynamic movements. This study aimed to examine plantar pressure distribution, foot balance, and center of pressure (COP) trajectories in children during walking, running, and turning activities to understand how different movements influence these asymmetries. Fifteen children participated in the study, using a FootScan plantar pressure plate to capture detailed pressure and balance data. The parameters, including time-varying forces, COP, and Foot Balance Index (FBI), were analyzed through a one-dimensional Statistical Parametric Mapping (SPM1d) package. Results showed that asymmetries in COP and FBI became more pronounced, particularly during the tasks of running and directional turns. Regional plantar pressure analysis also revealed a more significant load on specific foot areas during these dynamic movements, indicating an increased reliance on one foot for stability and control. These findings suggest that early identification of asymmetrical loading patterns may be vital in promoting a balanced gait and preventing potential foot health issues in children. This study contributes to understanding pediatric foot biomechanics and provides insights for developing targeted interventions to support healthy physical development in children.

Nature as a Co-Teacher in Early Childhood Language Education

Abstract Playing in nature-based places supports early childhood development. In previous years, studies have shown the benefits of nature play for healthy child development, including language development. For early childhood teachers it is insightful to learn together how to develop language education in nature that is supportive of their student’s language development. The aim of this study is to investigate how early childhood education (ECE) teachers make nature-based places function as language learning environments in EC language education. The study took a collaborative action-based research approach and worked in communities of practice (CoP). In these communities, 55 teachers across five schools gathered six times. Based on the analysis of the shared conversations we defined the supportive aspects of nature-based places and related them to the expected outcomes of early childhood language education. We also described the professional changes they made to be able to teach language in nature. These changes were summarized in a model that informs early childhood teachers how to include the pedagogical and linguistic function of nature-based places to work towards the outcomes of EC language education.

The nature of sleep and how to improve it

Sleep is an essential aspect of human functioning that we cannot live without. Despite this, it can be easy to develop patterns of behaviour that prevent us from sleeping well, and from responding to bodily cues that we are ready to sleep, or to wake. In this article, we outline the components of sleep and how they change as we develop from infancy to early adulthood, and present an overview of the ways in which we can support the development of healthy sleep behaviours. We argue that sleep health should be considered a public health priority, as important for children's healthy development as nutrition and physical activity.

Longitudinal trajectories of maternal depression are associated with maternal and child problematic media use.

This study uses a family systems and differential susceptibility framework to examine the association between postpartum media ecosystems, trajectories of maternal depression, and problematic media use in mothers and children (N = 501) in the United Sates over a 5-year period. Three classes of trajectories of maternal depression were identified: low stable, decreasers, and increasers. Results indicate that different classes of trajectories of maternal depression demonstrated differing levels of maternal problematic media use at Wave 1 and differing levels of both mother and child problematic media use at Wave 5. This family perspective provides a deeper understanding of how media ecosystems are connected to family-level processes and problematic media use for mothers and children. Findings suggest the need for better support of new mothers at a systemic level to support mothers' mental health and the healthy development of children's early relationship with media and technology. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Creating Lasting Conditions for Meaningful Recess Reform: A 5-School Exploration.

When well implemented, recess is a critical part of the school day for children's healthy development. We explored the implementation of a recess improvement process in 5 elementary schools across 3 states. We conducted a mixed-methods implementation study in which we visited each school 3 times over 1 school year, collecting observational, interview, survey, and focus group data. Qualitative data were coded thematically and analyzed across schools. Quantitative data were tabulated and aggregated over time and across schools. We observed improvements in aspects of recess quality at each school, with three schools demonstrating the most progress. Quantitative data showed null effects in aggregate; however one school demonstrated significant improvements. Four criteria contributed to the quality and sustainability of recess reform: staff engagement, integration with other programs, student leadership, and recess communications. Program implementation research often refers to "buy-in" as a key ingredient to successful adoption. We provide a tool that helps to operationalize buy-in in the recess context. Changing the recess environment requires individual and institutional commitment to valuing recess as an important learning environment. School administrators must lead the change process and create institutional infrastructure to support success.

How the early life microbiome shapes immune programming in childhood asthma and allergies.

How the early life microbiome shapes immune programming in childhood asthma and allergies.

What Developmental Science Has to Say About Caregiving

Abstract There are numerous popular books, magazines, blogs, and websites that provide advice or anecdotes about how best to care for children. These sources of information can drown out conclusions based on scientific consensus, negatively influencing the behavior of parents and other caregivers and impacting societal action and policies implemented to support children and families. Scientific research in child development, psychology, and neuroscience provides valuable insights into key aspects of caring for children that not only can enhance the likelihood of positive outcomes for children but can also empower parents, childcare providers, and communities with the knowledge and confidence needed to make informed decisions about their childrens upbringing. These data can also inform public policies that can increase access and reduce barriers to quality environments for all children. Here, we highlight reliable findings about biobehavioral development that can bear upon policies and practices for supporting healthy child development.

Analysis of risk factors for the development of obesity in preschool children: a logistic model analysis.

Obesity, characterized by abnormal fat accumulation, has become a significant global health concern. The prevalence of obesity in preschool children is rising across regions, highlighting the need for a thorough analysis of risk factors and effective interventions to address this growing epidemic. The aim of this study was to identify and analyze the main risk factors for the development of obesity in preschool children and explore effective interventions. We collected clinical data from 910 preschool children who underwent a physical examination at our hospital from January 2023 to December 2023. Based on specific inclusion and exclusion criteria, we categorized the children into two groups: the obesity group (149 cases) and the non-obesity group (761 cases). Using univariate analysis and logistic regression modeling, we identified risk factors associated with obesity development. Out of the 910 children, 149 were diagnosed as obese, representing 16.37% of the total. High birth weight, high parental body mass index (BMI), picky eating habits, preference for meat, frequent consumption of junk food, and binge eating were found to be significant risk factors for obesity in preschool children. Meanwhile, higher parental education levels and longer daily outdoor activity times were considered protective factors against obesity. Effective interventions targeting the above risk factors are necessary to minimize the incidence of obesity and promote the healthy development of children.

The Effects of Parenting Styles on Children's Emotional and Social Skill Development: The Mediating Role of Emotion Regulation Skills

Children's emotional and social skill development plays a crucial role in their social adjustment and mental health. Studies show that parenting style strongly influences this process, not only directly on the child's behaviour, but also indirectly on their emotional and social skills through emotion regulation. In recent years, scholars have increasingly focused on the mediating role of emotion regulation in parenting styles and children's social skill development, in an attempt to further reveal how parenting styles facilitate or hinder the formation and development of children's social skills by influencing emotion regulation. Therefore, with a particular focus on the mediating role of emotion regulation skills, this study will examine the effects of parenting styles on the development of children's emotional and social skills. Analyzing the effects of various parenting styles on emotion regulation can deepen our understanding of how effective parenting strategies can promote the healthy development of children's emotional and social skills. The study found that authoritative parenting, characterized by warmth and support, positively influenced children's emotional and social skills by enhancing their emotion regulation abilities. On the other hand, authoritarian and neglectful parenting styles were linked to poorer emotion regulation, hindering the development of children's social skills.