“Child development is greatly influenced by the way parents interact with their children. Early intervention techniques are especially important for children who are orphaned, fostered and adopted.” —Judith Land
Verbal skills and other learned behaviors measured by appropriate standardized tests are influenced by early parent-child interactions. Reading readiness is significantly influenced by patterns of parent-child interaction. The early childhood family verbal environment is directly associated with high and low reading ability. Family verbal influences are initially much greater than the child’s school history.
Linkages between family and peer social systems are important. Parent-child interaction provides positive opportunities for establishing a nurturing, secure, loving relationship during play times that increases the child’s ability for learning pro-social skills, effective discipline techniques, and positive behavior. Emphasizing praise, reflection, and enthusiasm through positive parent-child interaction improves learning.
Paternal behavior, physical play, and engagement are associated with the social competence of boys and girls. Maternal verbal behavior is positively related to children’s peer relations, especially for boys, and positively linked with popularity for girls. When opportunities to learn, rehearse, and refine social skills, such as conflict resolution, are practiced in a secure family context, the child learns to internalize and deal effectively with problems. Family members are better able to interrelate and these experiences improve child self-esteem and social competence.
Amor propio y capacidad social para el niño adoptado
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