Department of Psychology, York University, Toronto, Canada.
LaMarsh Centre for Child & Youth Research, York University, Toronto, Canada.
Clin Child Fam Psychol Rev. 2023 Jun;26(2):362-400. doi: 10.1007/s10567-022-00423-2. Epub 2023 Feb 2.
This review examines the effectiveness of positive parenting interventions aimed at improving sensitivity, responsiveness, and/or non-harsh discipline on children's early cognitive skills, in four meta-analyses addressing general mental abilities, language, executive functioning, and pre-academics. The objectives are to assess the magnitude of intervention effectiveness and identify moderators of effectiveness. We include randomized controlled trials of interventions targeting positive parenting to improve cognition in children < 6 years. Studies that include children with neurodevelopmental and/or hearing disorders were excluded. MEDLINE, PsycINFO, ERIC, and ProQuest Dissertations & Theses (October 2021) and citation chaining identified relevant records. Five reviewers completed screening/assessments, extraction, and risk of bias. Pooled analysis in Comprehensive Meta-Analysis (Version 3) used random effects modeling, with moderation via Q-statistics and meta-regression. Positive parenting interventions led to significant improvements in mental abilities (g = 0.46, N = 5746; k = 33) and language (g = 0.25, N = 6428; k = 30). Effect sizes were smaller and nonsignificant for executive functioning (g = 0.07, N = 3628; k = 14) and pre-academics (g = 0.16, N = 2365; k = 7). Robust moderators emerged for language and cognition. For cognition, studies with higher risk of bias scores yielded larger intervention effects. For language, studies with younger children had larger effect sizes. Studies mitigated selection and detection bias, though greater transparency of reporting is needed. Interventions that promote parental sensitivity, responsiveness, and non-harsh discipline improve early mental abilities and language. Studies examining executive functioning and pre-academics are needed to examine moderators of intervention effectiveness. Trial registration Systematic review PROSPERO registration. CRD42020222143.
这篇综述通过四项元分析，考察了旨在提高亲职敏感性、回应性和（或）非打骂纪律性以促进儿童早期认知技能发展的积极亲职干预对儿童一般心智能力、语言、执行功能和学业前技能的有效性。其目的是评估干预效果的大小，并确定效果的调节因素。我们纳入了针对积极亲职以改善 6 岁以下儿童认知的干预措施的随机对照试验。排除了针对神经发育和/或听力障碍儿童的研究。我们通过 MEDLINE、PsycINFO、ERIC 和 ProQuest Dissertations & Theses（2021 年 10 月）以及引文链接确定了相关记录。五名评审员完成了筛选/评估、提取和偏倚风险评估。在 Comprehensive Meta-Analysis（版本 3）中，使用随机效应模型进行汇总分析，通过 Q 统计量和元回归进行调节。积极亲职干预措施显著提高了心智能力（g=0.46，N=5746；k=33）和语言（g=0.25，N=6428；k=30）。执行功能（g=0.07，N=3628；k=14）和学业前技能（g=0.16，N=2365；k=7）的效果较小且不显著。语言和认知有稳健的调节因素。对于认知，风险较高的研究偏倚评分产生了更大的干预效果。对于语言，年龄较小的儿童研究有更大的效果量。研究减轻了选择和检测偏倚，但需要提高报告的透明度。促进父母敏感性、回应性和非打骂纪律的干预措施可以提高儿童的早期心智能力和语言能力。需要研究执行功能和学业前技能，以检验干预效果的调节因素。试验注册 系统评价，PROSPERO 注册。CRD42020222143。
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