Does early responsive parenting have a special importance for children's development or is consistency across early childhood necessary?

By S. Landry, Karen E. Smith, Paul Swank, Michael A. Assel, Sonya Vellet. Developmental Psychology, 2001

675 citations recorded by the source corpus.

Subfields: Clinical Psychology, Pediatrics, Perinatology and Child Health, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/e458743a455cf9a84b0bb27046aba52dcf907ff0

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Citations in the corpus

Responsive parenting: establishing early foundations for social, communication, and independent problem-solving skills. (2006, methodology): “Mothers’ interactions were quantified using rules separating them into events based on verbal and nonverbal behavior and time separating these behaviors using procedures previously described (Landry et al., 2001).”
Identifying Pathways Between Socioeconomic Status and Language Development (2017, background): “…needed to facilitate language and cognitive growth (Clarke-Stewart 1973, Bradley et al. 1989, Bronfenbrenner & Morris 1998, Howes 2000, Katz 2000, Landry et al. 2001, Tamis-LeMonda & Bornstein 2002, Hirsh-Pasek & Burchinal 2006), limiting observational studies of joint engagement to the American…”
Effectiveness of Comprehensive Professional Development for Teachers of At-Risk Preschoolers (2009, background): “into kindergarten if they receive such support (Landry et al., 2001).”
Early Parent—Child Interactions and Early Literacy Development (2003, background): “In parent–child interactions, this may include various strategies in which the parent provides more control and structure through increased information and less choice (Landry et al., 1997; Landry et al., 2001), depending on the child’s skill levels.”
Valued Outcomes of Service Coordination, Early Intervention, and Natural Environments (2002, background): “Similarly, examination of the three early intervention outcome categories indicates that supporting and strengthening parenting confidence and competence would be expected to operate as a process variable contributing to improvements in child development, functioning, and quality of life ( Landry, S”
A Unified Theory of Practice in Early Intervention/Early Childhood Special Education (2003, background): “• Contingently responsive environments (Landry et al., 2001) • Participation in natural learning opportunities (Dunst et al.”