De samenhang tussen opvoeding en de sociaal-emotionele ontwikkeling van peuters tussen de 12 en 42 maanden oud

Abstract

Social-emotional problems are common among young children and threaten further adequate development. Parenting has been related to these problems. This study has been conducted to explore which dimensions (warmth, structure, control and stimulation) of parenting are related to social-emotional problems. Furthermore, maternal education and gender of the child were included in the analysis to find out if these variables play a moderating role. The group of participants consisted of 237 mothers (M = 33, 12 years, SD = 4.79) with a child between 12 and 42 months and 15 days of age (M = 25.81 months, SD = 8.6). The participants filled in the Comprehensive Early Childhood Parenting Questionnaire (CECPAQ) to report about their parenting behavior. They also completed The Ages and Stages Questionnaire – Social-Emotional Version (ASQ-SE) to report about the social-emotional problems of their child. The findings indicate that warmth (r =-.271), stimulation (r =-.241) and structure (r = -.203) were significantly related to social-emotional problems. No significant differences were found in the importance of these dimensions. Control was not related to the social-emotional problems. No significant moderation effect was found for the maternal educational level or gender. However, the maternal educational level was negatively correlated with the social-emotional problems. Concluded, the parenting dimensions warmth, stimulation and structure are significantly related to children’s social-emotional problems. Maternal educational level also affects these problems. Further research may show which aspects of maternal education and possible other factors are responsible for this.