Conceptualising cross cultural differences in early caregiving · Laura Bozicevic, Agni Omirou, Dr...
Transcript of Conceptualising cross cultural differences in early caregiving · Laura Bozicevic, Agni Omirou, Dr...
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Conceptualising cross cultural differences in early caregiving:
comparative levels ofinstruction and
mind-mindednessLaura Bozicevic, Agni Omirou,
Dr Helen Sharp, Prof. Jonathan Hill
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Introduction
• Parental practices have a great impact on various aspects of child development (e.g. emotional, social, cognitive, etc).
• Cultural attitudes deeply influence child rearing practices. E.g. beliefs on:• how children are perceived
• what their role is in the society
• how they should think, feel and behave
• These values are transmitted during daily interactions between caregivers and children.
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Introduction
Western societies
Asian societies
Parental style
How children are perceived
Socialisation goals
Authoritative
AuthoritarianObedience
Relatedness
Operate on natural instinct
Autonomy IndependenceMental agents
Cross cultural research focused on broad-based
indices of parenting
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Introduction
Parental mind-mindedness (MM)
In Western societies it is associated with:• sensitive and responsive parenting
behaviour (e.g. Laranjo et al., 2008)
• better child linguistic and cognitive development, executive functioning and behavioural outcomes (e.g. Bernier et al., 2010; Meins et al., 2013)
Authoritative
Few studies on mind-mindedness in Asian populations (mainly in Chinese and Japanese populations)
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IntroductionParental Control
In Western societies it is associated with:• negative attitudes toward children (e.g. Barber & Harmon,
2002)
• negative child outcomes (e.g. internalizing and externalizing problems ) (e.g. Barber & Harmon, 2002).
Authoritarian
In Asian societies these associations were not consistently found (e.g. Rudy & Halgunseth, 2005).
• Positive control?
Lack of cross-cultural studies:• in early child age• using observational methods
Need of more circumscribed measures reflecting guidance
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Introduction
Aim of the study
To investigate the influence of culture on parental practices
comparing two different populations
• one from the UK(Wirral - WCHADS)
• one from India(Bangalore - BCHADS)
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Aims of the Study
To find out whether there is evidence that UK and Indian mothers appear to be trying to achieve different objectives with their infants:
• Examine whether Indian mothers aimto guide their infants as evidencedin giving more instructions
• Examine whether UK mothers aim tounderstand their infants’ motives as evidenced in making more mind-minded comments
Develop a measure of parental instructions and assess reliability and validity
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Method
UK INDIA P*
Child age (months) 6.8 (sd 0.73) 7.8 (sd 1.56) <.001
Mother age (years) 27.3 (sd 6.28) 22.8 (sd 2.64) <.001
Age finished education (years) 19.0 (sd 2.75) 16.9 (sd 2.03) <.001
Parity (primiparous) 50 (100%) 25 (50%) <.001
Marital status (married/cohabiting)
31 (62.0%) 50 (100%) <.001
Income (up to £10,000) 9 (19.1%) 38 (100%) <.001
100 mother-infant dyads: 50 from the UK and 50 from India(50% males)
6 months of infant age: mother-child play interaction video recorded using NICHD procedure
* Preliminary data to be confirmed
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Maternal speech transcribed and coded for:
• Mind-mindedness (taken from Meins & Fernyhough, 2015)
• Desires and preferences (e.g. Do you want to get the ball?; You don’t like the car)
• Cognition (e.g. You think it’s funny?)
• Emotions (e.g. Are you happy about that?
Are you getting upset?)
• Intentions (e.g. Are you trying to pull that out?)
• Instructions (new coding scheme)
• Do instructions (e.g. Sit there; Give it to me)
• Don’t instructions (e.g. Don’t pull that; Don’t go there)
Method
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Method
Additional codes:
• Verbal control (taken from Stein et al., 1994)
• Strong (e.g. Look; Play; Listen)
• Mild (e.g. How about playing with this instead?; Shall we play with the ball?; Let’s sing a song)
• Positive comments (as proxy for warmth)
(e.g. Well done; Clever girl/boy; You have been very good; My precious/dear)
• Negative comments (as proxy for negativity)
(e.g. Don’t be stupid; You have been horrible today; They will hit you)
Analyses:Generalised Linear Models were used to explore group differences in coding dimensions of maternal speech and associations between dimensions, controlling for the demographic variables
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0
1
2
3
4
5
6
7
TOTAL MINDMINDEDNESS
Desires andpreferences
Cognitions Emotions Intentions
%
Mind-mindedness
UK INDIA *<.01**<.001
*
Results: Group comparisons
Preliminary data to be confirmed
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*<.01**<.001
Results: Group comparisons
0
5
10
15
20
25
30
TOTAL INSTRUCTIONS Do Instructions Don't Instructions
%
Instructions
UK INDIA
**
Preliminary data to be confirmed
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0
10
20
30
40
50
60
70
CONTROL Strong control Mild control POSITIVECOMMENTS
NEGATIVECOMMENTS
%
Control, Positive and Negative comments
UK INDIA
**
**
Results: Group comparisons
*<.01**<.001
**
**
Preliminary data to be confirmed
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Results: Whole sampleAssociation between different coding dimensions in maternal speech:
Mind mindednessMild control(b=.011, SE=.002, p<.001)
Strong control(b=-.005, SE=.001, p<.001)
Negatively correlated (b=-.005, SE=.001, p<.001) Control
Instructions
Strong control(b=.002, SE=.0001, p<.001)
Mild control(b=-.008, SE=.001, p<.001)
Positive comments were not associated with MM (b=-.005, SE=003, p=.072), BUT they were negatively associated with Instruction (b=-.003, SE=.001, p<.001) and Control (b=-.003, SE=.001, p<.001)
Preliminary data to be confirmed
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Conclusions
WHAT IS NEW?
• Look at parental practices:• Comparing two different cultures (not explored in India)
• Early child age
• Mind-mindedness:• Explore use in Indian mothers
• Control:• Code different dimensions of it, including instructions
(positive control)
• Challenge the assumption that instructions (control) is a reflection of negative parenting
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Conclusions
We found cultural differences in parental practices:
• UK mothers express more mind-minded comments in their interactions and use more mild control
• Indian mothers give more instructions in their interactions and use more strong control
Results appear to reflect cultural beliefs about child rearing practices
Independent from the cultural groupings:• MM is negatively associated with use of Instructions
• Higher MM associated with use of mild control strategies
• Higher Instructions associated with strong control strategies
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Conclusions
Use of Instructions and Control, typical of the Indian culture, was far more evident than in UK
• Indian mothers made more Positive comments overall
• Positive comments – independent of MM, but negatively associated with Instruction and Control
• No group difference in Negative comments
Future research:
• Wider sample to investigate pattern of relationships between sub-categories in different cultures
• Analyse influence of culture and pattern of parental practices on child development outcomes