Question

Role of parents during childhood and child development period

Answer 1

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Acceptance of the child’s interests with responses that are prompt and contingent to what the child signals supports learning, in part, by facilitating the child’s development of mechanisms for coping with stress and novelty in his or her environment.

With repeated positive experiences, a trust and bond develop between the child and parent that in turn allow the child to ultimately internalize this trust and then generalize their learning to new experiences.

This sensitive support promotes the child’s continued engagement in learning activities with his or her parent.

Thus, these affective-emotional behaviours communicate the parent’s interest and acceptance, fostering self-regulation and cooperation, critically important behaviours for effective learning to occur.

From a socio-cultural viewpoint, cognitively responsive behaviours (e.g. maintaining versus redirecting interests, rich verbal input) are thought to facilitate higher levels of learning because they provide a structure or scaffold for the young child’s immature skills, such as developing attentional and cognitive capacities.

Responsive behaviours in this framework promote joint engagement and reciprocity in the parent-child interaction and help a child learn to assume a more active and ultimately independent role in the learning process. 

Responsive support for the child to become actively engaged in solving problems is often referred to as parental scaffolding, and is also thought to be key for facilitating children’s development of self-regulation and executive function skills, behaviours that allow the child to ultimately assume responsibility for their well-being.

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