Examining Relations Between Parental Feedback Types and Preschool-Aged Children's Academic Skills.

ABSTRACT: Prior research has shown associations between parent and teacher feedback and school-aged children's academic outcomes. Specifically, studies have demonstrated that positive feedback (i.e., praise and/or affirmation) is beneficial for children's academic outcomes, while corrective feedback exhibits more mixed associations with children's academic outcomes. Little is known about the relations between parental feedback and younger children's academic skills. The present study examines the frequency of positive and corrective types of feedback provided by parents of 4-year-old children during semi-structured interactions, as well as how these feedback types relate to children's concurrent math and language skills and their change in math skills over a one-year period. Parent-child dyads (n

SUBMITTER: Carver CE 

PROVIDER: S-EPMC10552790 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature