Positive Parenting and Early Childhood Cognition: A Systematic Review and Meta-Analysis of Randomized Controlled Trials
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Published:2023-02-02
Issue:2
Volume:26
Page:362-400
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ISSN:1096-4037
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Container-title:Clinical Child and Family Psychology Review
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language:en
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Short-container-title:Clin Child Fam Psychol Rev
Author:
Prime HeatherORCID, Andrews Krysta, Markwell Alexandra, Gonzalez Andrea, Janus Magdalena, Tricco Andrea C., Bennett Teresa, Atkinson Leslie
Abstract
AbstractThis 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
Funder
Federation for the Humanities and Social Sciences Hamilton Health Sciences McMaster University Canada Research Chairs
Publisher
Springer Science and Business Media LLC
Subject
Psychiatry and Mental health,Clinical Psychology,Developmental and Educational Psychology,Education,Pediatrics, Perinatology and Child Health
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