Thérèse Besnard

Bidirectional Influences between Maternal and Paternal Parenting and Children's Disruptive Behaviour from Kindergarten to Grade 2.

Empirical evidence suggests that childrens disruptive behaviour (CDB) and quality of parenting influence one another bidirectionally. However, few studies have considered the separate contribution of the mother–child and father–child relationships to disruptive behaviours within a longitudinal context. Against this background, the reciprocal influence between CDB and five dimensions of maternal and paternal parenting was examined from kindergarten through grade 2 in a community sample of 644 children. These relationships were investigated using cross-lagged panel correlation and reciprocal effect analysis. Differences and similarities emerged in the direction of effects linking maternal and paternal parenting and CDB. At school entry, a reciprocal parent–child influence was evident for mothers only. However, as children grew older, a unidirectional effect from CDB to parenting was noted for both fathers and mothers. Implications for future research focusing on the link between CDB and the parent–child relationship are discussed.

Moms and Dads Count in a Prevention Program for Kindergarten Children With Behavior Problems

The study measured the added effect of father participation in the parent-training component of a violence and school dropout prevention program on quality of parenting practices (from self-report and direct observation) and level of kindergarten child behavior problem (CBP; from teacher and mother report). Pre- and post-test evaluations were conducted with three groups (a) MF: both mother and father participating (n = 37); (b) M: mother only participating (n = 13); and (c) C: control group (n = 18 mother–father pairs). Maternal parenting practices improved in the MF group but deteriorated in the M and C groups, whereas paternal parenting practices remained unchanged in the MF group but deteriorated in the C group. Overall, father participation had no short-term effect on CBPs; the children in all three groups improved their behavior. Results confirm the importance of stepping up efforts to implicate both parents in prevention programs for disruptive children.

Effect of Male and Female Early Childhood Education Teacher’s Educational Practices on Children’s Social Adaptation

ABSTRACT It is believed children stand to benefit from a greater male teacher presence in early childhood education (ECE) where, internationally, the vast majority of ECE teachers are female. This study (N = 180) examines the relationship between children’s social adaptation and the educational practices of 53 ECE teachers, 23 (44%) of which were male. Third-party observers assessed practices using the Classroom Assessment Scoring System (CLASS) in the natural classroom setting. Parents evaluated social adaptation using the Social Competence and Behavior Evaluation. Observational data reveal no intersex differences in educational practices. Multilevel model analyses show that children in ECE centers with male and female teachers exhibit less internalized behavior compared with those in centers with female teachers only. A relationship is observed between good classroom organization and instructional support, respectively, and improved children’s social adaptation, regardless of teacher gender. The authors discuss the potential impact of the results on future educational interventions.