The Associations Between Parental Beliefs,Parental Behaviors And Social-emotional Competence Of Infants And Toddlers

Social-emotional competence is extremely important for the development from infants to toddlers.One of the important dimensions of improving the quality of public early institutions is parental beliefs and parental behaviors.Based on prior researches concerning associations between parental beliefs,parental behaviors and social-emotional competence among infants and toddlers,this research adopt the Parental Belief Scale,the Chinese version of Home Scale and The Infant–Toddler Social and Emotional Assessment and get a very good reliability.Next,we we use the methods of cluster analysis,variance analysis,correlation analysis and regression analysis to get data results.During the period,we adopt a questionnaire survey,interview method and other research methods to analyse the current situation of parental care,behavioral status,deficiencies and social-emotional competence of infants and toddlers in families for proposing inspiring thoughts in public early institutions from a perspective of quality improvement.The research findings are: Parental beliefs are generally positive.Most parents advocate democracy,avoid punishment,have higher expectations of achievement,and have a relatively higher parental self-efficacy.There are significant differences in parents' perceptions of corporal punishment and achievement expectations for boys and girls.There is a significant difference in the parental self-efficacy between parents who grew up in a single-child family and others with their brothers or sisters.There are significant differences in the rewards of parental beliefs among parents with different levels of monthly-income.Parents with different academic qualifications also have significant differences in their genetics.Parents who only gained the diploma of college education have a stronger sense of ineffectiveness.In terms of parental behaviors,responsiveness,organization,learning materials,and acceptance were generally higher,but the acceptability was lower.There is a significant difference in the responsiveness of father and mother in parental behaviors.Parents behave differently towards boys and girls.There are significant differences in the scores of the “adaptability” and “learning materials” of parental behaviors of parents at different cultural levels.Parents have significant differences in the organization in toddlers' different monthly-age.In the social-emotional competence among infants and toddlers,the imitative game scores the highest and the compliance score is the lowest.Compared with the domestic norm,the compliance of infants and toddlers in the 13-18 month old age is not as good as the domestic norm level,and the infants and toddlers aged 18-24 months develop their attention level lower than the domestic norm level,while toddlers with 24-35 months whose social-emotional competence in the domains of imitative games,refinement motivation and empathy ability was significantly higher than the domestic norm level.Also,social-emotional competence in some families was abnormal.In the social-emotional competence of infants and toddlers,there are significant differences in the three dimensions of different gender-type children's compliance,empathy and pro-social companionship.There is a significant difference in the scores of parent-social peer relationships among parents of different educational levels,and the ability shows an upward trend with natural development.Parental belief is significantly related to parental behaviors,but the correlation is low.The general parental belief is not significantly related to the social-emotional competence of infants and toddlers.The educational effectiveness of parenting is significantly positively correlated with the social emotional ability of infants and young children.Corporal punishment has a significant negative correlation with infants' social emotional ability.There is a significant positive correlation between parenting behavior and its dimensions and social-emotional competence and its dimensions.Through multiple regression analysis,the educational effectiveness of parental parenting concepts and the diversity of parenting behaviors jointly predict the 15%variation in infants' social emotional ability.In view of the above research conclusions,this study proposes the following three suggestions for improving the quality of public early education institutions:In terms of structural quality,we suggest that we should improve material utilization,consider humane care in space and resources and ensure the consistency of teachers and protect the basic rights and interests of teachers.In terms of procedural quality,we suggest we should listen to children's words during activities,promote teacher-child interaction through positive response and encourage teachers to demonstrate positive social interaction,encourage infants and toddlers to interact with each other;support parents' intervention in curriculum decision-making,promote the transfer from parental beliefs to parental behaviors,and enhance parents' awareness of science education and the effectiveness of education.In terms of outcome quality,we suggest that we should provide parents with daily-care information;discuss the daily affairs of infants and young children and enhance the provision of more direct family intervention and childcare support for families with special needs.