Abstract
A two-wave longitudinal study on 470 parent–child dyads examined the impact of family mealtime environment, parenting style and family functioning on preschoolers’ (three to six years old) learning. Measures included parent report on parenting style, family functioning, family meal frequency, mealtime television, feeding practice, teacher/parent report of academic competence and individual assessment of preschoolers’ preschool concepts. Family mealtime environment variables were associated with pre-schoolers’ learning, in addition to parenting style and family functioning, after controlling for family income and wave 1 preschoolers’ learning. The results highlighted the importance of family mealtime environment on preschoolers’ learning. Copyright © 2017 Department of Social Work, National University of Singapore, Singapore.
| Original language | English |
|---|---|
| Pages (from-to) | 69-82 |
| Journal | Asian Pacific Journal of Social Work |
| Volume | 27 |
| Issue number | 2 |
| Early online date | Jun 2017 |
| DOIs | |
| Publication status | Published - 2017 |
Keywords
- Child learning
- Parenting
- Family
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