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dc.contributor.authorHertz, Sarah
dc.contributor.authorBernier, Annie
dc.contributor.authorCimon-Paquet, Catherine
dc.contributor.authorRegueiro, Sophie
dc.date.accessioned2019-05-23T14:27:52Z
dc.date.availableNO_RESTRICTIONfr
dc.date.available2019-05-23T14:27:52Z
dc.date.issued2017-06-21
dc.identifier.urihttp://hdl.handle.net/1866/21929
dc.publisherTaylor & Francisfr
dc.subjectKindergartenfr
dc.subjectSchool entryfr
dc.subjectCognitive developmentfr
dc.subjectExecutive functioningfr
dc.subjectMotherchild interactionsfr
dc.subjectFather-child interactionsfr
dc.titleParent–child relationships and child executive functioning at school entry: the importance of fathersfr
dc.typeArticlefr
dc.contributor.affiliationUniversité de Montréal. Faculté des arts et des sciences. Département de psychologiefr
dc.identifier.doi10.1080/03004430.2017.1342078
dcterms.abstractThis study aimed to examine the unique and interactive contributions of the quality of mothers’ and fathers’ relationships with their toddlers to the prediction of children’s subsequent executive functioning (EF). The sample included 46 low-risk middle-class families. The quality of motherchild and father-child interactions was assessed independently during separate interactive sequences at 18 months. Child EF problems were reported by teachers in kindergarten. The results indicated that only father-child interactions made a unique contribution to the prediction of children’s EF, and no interaction effect was observed. Kindergarteners who benefited from higher-quality interactions with their fathers in toddlerhood were considered by their teachers to present fewer EF problems in everyday school situations. These results appeared to be somewhat more pronounced in father-son than father-daughter dyads. Overall, the results suggest that fathering and father-child relationships may deserve more empirical attention than they have received thus far in the EF literature.fr
dcterms.isPartOfurn:ISSN:0300-4430fr
dcterms.isPartOfurn:ISSN:1476-8275fr
dcterms.languageengfr
UdeM.ReferenceFournieParDeposantHertz, S., Bernier, A., Regueiro, S., & Cimon-Paquet, C. (2019). Parent-child relationships and child executive functioning at school entry: The importance of fathers. Early Child Development and Care, 189, 718-732.fr
UdeM.VersionRioxxVersion acceptée / Accepted Manuscriptfr
oaire.citationTitleEarly child development and care
oaire.citationVolume189
oaire.citationIssue5


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