Sarah N. Lang

Relations Between Fathers’ and Mothers’ Infant Engagement Patterns in Dual-Earner Families and Toddler Competence

This study examined the trajectories of time new fathers and mothers in dual-earner families (N = 178) reported spending in developmentally appropriate positive engagement activities over the first 9 months of their child’s life on both work and nonworkdays. We also explored how paternal and maternal engagement patterns in infancy were associated with children’s later social-emotional competence during toddlerhood (M = 25 months). Using latent growth models, we found that compared with mothers, fathers spent significantly less time engaging with their infants; however, both parents increased their engagement over time at relatively the same rate. Fathers’ rate of increase over time and mothers’ initial starting point of engagement on nonworkdays were associated with toddlers’ attention and mastery motivation. Findings are discussed with regard to what they mean for dual-earner couples and fathers’ investment in their offspring, highlighting what they may imply about the second demographic transition and family functioning.

Toddlers’ Differential Susceptibility to the Effects of Coparenting on Social–Emotional Adjustment

The paper reports on a study which tested whether infants high in negative affectivity are differentially susceptible to observed coparenting behavior in relation to their subsequent social–emotional development. Data came from a longitudinal study of 182 US dual-earner, primiparous couples and their infant children. At nine-months postpartum, child negative affectivity was reported by mothers and fathers and supportive and undermining coparenting behavior were assessed from mother-father-infant observations. At 27-months mothers reported on toddlers’ externalizing behavior and dysregulation using a clinical assessment tool designed to identify competencies and areas of concern in toddlers’ social–emotional development. Hierarchical regression analyses revealed partial support for the differential susceptibility hypothesis. Specifically, infants high in negative affectivity had lower levels of dysregulation when embedded in a more supportive coparenting context, and higher levels of dysregulation when embedded in a less supportive coparenting context. In contrast, supportive coparenting behavior was not relevant for the dysregulation of infants initially low in negative affectivity.

Examining a Self-Report Measure of Parent–Teacher Cocaring Relationships and Associations With Parental Involvement

ABSTRACT By adapting a self-administered assessment of coparenting, we sought to provide a new tool, the Cocaring Relationship Questionnaire, to measure parent-teacher, or cocaring relationships, and provide additional construct validity for the multidimensional concept of cocaring. Next, recognizing the importance of parental involvement for young children’s development, we examined the associations between dimensions of cocaring and aspects of parental involvement. We investigated the parent-teacher relationships of 90 families utilizing full-time, center-based childcare for their 12–36 month old children. Parents and teachers completed a set of questionnaires. Research findings: exploratory factor analysis revealed a four factor structure for the cocaring relationship: Support, Undermining, Endorsement, and Agreement. After controlling for a number of child- and parent-level covariates, parents’ perceptions of different dimensions within the cocaring relationship were associated with different aspects of their self-reported and teacher-reported involvement. Most notably, parents’ perception of cocaring support was positively associated with three different forms of parental involvement. Practice or Policy: the Cocaring Relationship Questionnaire offers researchers and practitioners a means to assess multiple dimensions within parent-teacher relationships. Understanding that parent-teacher relationships are multifaceted can help practitioners consider their interactions with families in new ways, which may influence, or be influenced by, parental involvement.

A developmental examination of the psychometric properties and predictive utility of a revised psychological self-concept measure for preschool-age children.

Accurate assessment of psychological self-concept in early childhood relies on the development of psychometrically sound instruments. From a developmental perspective, the current study revised an existing measure of young childrens psychological self-concepts, the Child Self-View Questionnaire (CSVQ; Eder, 1990), and examined its psychometric properties using a sample of preschool-age children assessed at approximately 4 years old with a follow-up at age 5 (N = 111). The item compositions of lower order dimensions were revised, leading to improved internal consistency. Factor analysis revealed 3 latent psychological self-concept factors (i.e., sociability, control, and assurance) from the lower order dimensions. Measurement invariance by gender was supported for sociability and assurance, not for control. Test-retest reliability was supported by stability of the psychological self-concept measurement model during the preschool years, although some evidence of increasing differentiation was obtained. Validity of childrens scores on the 3 latent psychological self-concept factors was tested by investigating their concurrent associations with teacher-reported behavioral adjustment on the Social Competence and Behavior Evaluation Scale-Short Form (SCBE-SF; LaFreniere & Dumas, 1996). Children who perceived themselves as higher in sociability at 5 years old displayed less internalizing behavior and more social competence; boys who perceived themselves as higher in control at age 4 exhibited lower externalizing behavior; children higher in assurance had greater social competence at age 4, but displayed more externalizing behavior at age 5. Implications relevant to the utility of the revised psychological self-concept measure are discussed. (PsycINFO Database Record

An Observational Assessment of Parent-Teacher Cocaring Relationships in Infant-Toddler Classrooms.

ABSTRACT Cocaring encompasses how parents and teachers work together to coordinate caregiving. Two critical components of cocaring have demonstrated importance for child and parent well-being: support and undermining. Although parent–teacher relationships have been studied via qualitative interviews and through self-administered questionnaires, little observational research has been conducted. This study sought to develop an observational approach to measure the quality of cocaring relationships by recording and coding parent–teacher interactions. Eighteen mother–teacher dyads of 6- to 36-month-old children from six childcare centers were video recorded during morning drop-off and evening pick-up times. Fifty-eight videos were coded for eight dimensions of cocaring quality, representing observed support and undermining. Results indicated strong inter-rater reliability and associations amongst the individual dimensions consistent with theory, thus supporting initial construct validity. This study offers a new observational tool to assess cocaring relationships and provides practical information about the kinds of behaviors that convey support and undermining in everyday interactions.