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

Prior research has shown associations between parent and teacher feedback school-aged children’s academic outcomes. Specifically, studies have demonstrated that positive (i.e., praise and/or affirmation) is beneficial for outcomes, while corrective exhibits more mixed with Little known about the relations parental younger skills. The present study examines frequency of types provided by parents 4-year-old children during semi-structured interactions, as well how these relate to concurrent math language skills their change in over a one-year period. Parent-child dyads (n=91) were observed interacting picture book, grocery store set, magnet board puzzle 5 10 minutes each, after which they completed assessments. Parental affirmation was positively negatively associated but only uniquely outcomes when controlling affirmations. individually expressive vocabulary from age 4 5. This suggests young depend on type outcome interest vs language), can inform may want provide facilitate learning.