Citation

Draper TW, Larsen JM, Rowles RN. Early Child Res. Q. 1997; 12(4): 487-504.

Copyright

(Copyright © 1997, Elsevier Publishing)

DOI

10.1016/S0885-2006(97)90025-9

PMID

unavailable

Abstract

In an effort to explore the value and feasibility of teaching the principles behind developmentally appropriate practices to parents, 53 families with young children were studied. Parents were randomly assigned to participate or not participate in a three month-long, weekly, parent training program. Following completion of the program members of participating families were less likely to engage in conflict during a puzzle solving task than were members of nonparticipating families. Parents who participated were more likely to take a supportive leadership role and have age-appropriate expectations during a puzzle solving task than were nonparticipating parents. Children in participating families showed better social skills than children in nonparticipating families. Portions of the increase in social skills were related to reductions in family conflict and to the development of a task orientation that was more appropriately focused on process than outcome. Lower family conflict was also related to better gross motor skills in children.