• About
    • Login
    View Item 
    •   Institutional Repository Home
    • Undergraduate Honors Research
    • Undergraduate Honors Program - Psychological Sciences
    • Developmental Psychology
    • View Item
    •   Institutional Repository Home
    • Undergraduate Honors Research
    • Undergraduate Honors Program - Psychological Sciences
    • Developmental Psychology
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of Institutional RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsDepartmentThis CollectionBy Issue DateAuthorsTitlesSubjectsDepartment

    My Account

    LoginRegister

    Supporting Executive Function Development through Parent-Child Book Reading

    Hart, Emma
    : http://hdl.handle.net/1803/9943
    : 2020-04-21

    Abstract

    Executive functioning (EF) is a key element of school readiness. Despite evidence for the influential role parents can play in supporting child EF development, current EF-directed interventions rarely focus on parents. And although shared book reading is a particularly promising context within which parents might support child EF, it too has rarely been studied. In order to address these limitations, this study explores the extent to which parents can support child EF through adopting novel book-reading tips aimed at supporting self-regulation, delayed gratification, and rule following. We recruited 46 parents of two- to five-year-old children and assigned them to either learn EF or more general dialogic reading tips (i.e., active control). We observed parent-child book reading pre-intervention, and at two subsequent time points, each two- to four-weeks apart, and measured child EF at the final study session. As hypothesized, we observed that parents adopted the EF tips, and that their tip use was generally sustained over time, although effects varied by tip type. Unexpectedly, children in the EF condition performed no differently than those in the active control group on EF tasks. Implications for early EF intervention are discussed.
    Show full item record

    Files in this item

    Thumbnail
    Name:
    Hart_HonorsThesis.pdf
    Size:
    638.6Kb
    Format:
    PDF
    Description:
    main article
    View/Open

    This item appears in the following collection(s):

    • Developmental Psychology

    Connect with Vanderbilt Libraries

    Your Vanderbilt

    • Alumni
    • Current Students
    • Faculty & Staff
    • International Students
    • Media
    • Parents & Family
    • Prospective Students
    • Researchers
    • Sports Fans
    • Visitors & Neighbors

    Support the Jean and Alexander Heard Libraries

    Support the Library...Give Now

    Gifts to the Libraries support the learning and research needs of the entire Vanderbilt community. Learn more about giving to the Libraries.

    Become a Friend of the Libraries

    Quick Links

    • Hours
    • About
    • Employment
    • Staff Directory
    • Accessibility Services
    • Contact
    • Vanderbilt Home
    • Privacy Policy