Bennett C, Westrupp E M, Bennetts S K, Love J, Hackworth N J, Berthelsen D, Nicholson J M
Judith Lumley Centre, School of Nursing and Midwifery, La Trobe University, Bundoora, Victoria, Australia.
Centre for Social and Early Emotional Development, School of Psychology, Deakin University, Geelong, Victoria, Australia.
Child Dev. 2025 Jan-Feb;96(1):355-374. doi: 10.1111/cdev.14166. Epub 2024 Oct 2.
This study examined long-term mediating effects of the smalltalk parenting intervention on children's effortful control at school age (7.5 years; 2016-2018). In 2010-2012, parents (96% female) of toddlers (N = 1201; aged 12-36 months; 52% female) were randomly assigned to either: standard playgroup, smalltalk playgroup (group-only), or smalltalk playgroup with additional home coaching (smalltalk plus). Multi-informant data indicated that smalltalk plus had unique indirect effects on children's effortful control, through parents' capacity to 'maintain and extend' children's focus during joint interactions. Possible mediating pathways via parent verbal responsivity, home learning activities, and descriptive language use were not supported. When parents received a structured playgroup program with additional home coaching, sustainable benefits were evident in children's self-regulation, assessed in the early school years.
本研究考察了闲聊式育儿干预对学龄儿童(7.5岁;2016 - 2018年)努力控制能力的长期中介效应。在2010 - 2012年,幼儿(N = 1201;年龄12 - 36个月;52%为女性)的家长(96%为女性)被随机分配到以下三组之一:标准游戏小组、闲聊式游戏小组(仅小组形式)或附带家庭指导的闲聊式游戏小组(闲聊加指导)。多渠道数据表明,通过家长在互动过程中“维持和扩展”孩子注意力的能力,闲聊加指导对孩子的努力控制能力有独特的间接影响。通过家长言语反应性、家庭学习活动和描述性语言使用的可能中介途径未得到支持。当家长接受附带家庭指导的结构化游戏小组项目时,在儿童早期学年评估的自我调节方面可持续的益处很明显。