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Übersicht

Feinfühliges Elternverhalten und kindliche Emotionsregulation

Ein systematischer Review

Published Online:May 31, 2017https://doi.org/10.1026/0942-5403/a000226

Abstract

Zusammenfassung. Feinfühliges Elternverhalten in der frühen Kindheit (0 – 3 Jahre) bildet die Basis für die Entwicklung grundlegender sozial-emotionaler Kompetenzen im Kindesalter. Ein gering ausgeprägtes feinfühliges Elternverhalten wird mit Verhaltens- und emotionalen Störungen sowie Emotionsregulationsproblemen bei Kindern assoziiert. Der vorliegende Review untersucht, wie feinfühliges Elternverhalten die Emotionsregulation und die sozial-emotionale Entwicklung von Kindern beeinflusst. Zwischen 2007 und 2016 konnten 12 Studien identifiziert werden, in denen diese Zusammenhänge betrachtet werden. Feinfühliges Elternverhalten konnte als Prädiktor für eine positive sozial-emotionale Entwicklung im weiteren Verlauf bestätigt werden, während sich wenig feinfühliges Verhalten negativ auf die Entwicklung von Kindern auswirkte. Die Ergebnisse sprechen für einen verstärkten Fokus auf der Förderung elterlicher Kompetenzen in den ersten Lebensjahren.


Sensitive Parenting and Emotion Regulation in Children: A Systematic Review

Abstract. Sensitive parenting in early childhood (0 – 3 years) forms the basis for the development of essential socio-emotional skills in infancy. Low levels of sensitive parenting are associated with children’s behavioral and emotional disorders as well as problems in emotion regulation, whereas high levels of sensitive parenting lead to positive socio-emotional development in children. The current review examines links between sensitive parenting, socio-emotional development, and emotion regulation. In addition, moderating and mediating variables that influence these links throughout the course of childhood are considered. In a systematic literature search of the Web of Science, PubMed, and PsychInfo databases between 2007 and 2016, 12 longitudinal studies were identified examining these relationships. The included studies examined sensitive parenting of infants up to 3 years old with the use of standardized methods of behavioral observation. To operationalize the construct of sensitive parenting, the studies evaluate parent sensitivity, responsiveness, acceptance, emotional availability, supportiveness, positive regard, and stimulation of development. By contrast, low levels of sensitive parenting were operationalized by intrusive parenting, which stands for harsh, overcontrolling, and hostile behavior towards the child. This review demonstrates that high levels of sensitive parenting are a predictor of positive socio-emotional development, while low levels of sensitive parenting impact a child’s development negatively. Sensitive parenting leads to higher social competencies and less internalizing and behavioral problems in children. Furthermore, high levels of sensitive parenting lead to improved emotion regulation (including pain regulation, inhibitory control, and effortful control) in children, whereas low levels of sensitive parenting promote difficulties in emotion regulation and a higher risk for the development of externalizing and internalizing problems. These pathways are influenced by parents’ spoiling beliefs, children’s frustration reactivity, and genetic influences (SLC6 A3). The results indicate the requirement for a stronger focus on the advancement of parenting skills in the parent–child interaction. Especially during the first years of infancy, programs should focus more on parents’ sensitive behaviors toward their children, in order to prevent the development of emotional and behavioral problems as well as problems in emotion regulation. Parents should be supported in the perception of and appropriate response to their child’s cues, in their ability to create positive interactions including warmth, acceptance, emotional availability, and positive regard, as well as in the use of positive verbalization toward their children. Furthermore, they should learn to stimulate children’s cognitive abilities and to reinforce exploration behavior.

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