This is a term used to describe parents who become over-involved in their children’s activities.
Toddlers whose mothers intervened more frequently in their play grew up to be less able to control their emotions and behaviour.
At age two the children were filmed playing and tidying up with their mothers. The activity was scored on how controlling the mother was – was she helping or intervening when the child became frustrated?
Over the next eight year the researchers returned to see how the children were developing. They interviewed them and teachers and parents and measured behaviour such as emotional control.
“When mothers are too controlling at age two and don’t allow their children to experience a range of emotions and practise managing tim, the child loses out on an important learning opportunity” said Nicole Perry from the University of Minnesota who carried out the study published in the journal Development Psychology..
The ability to regulate emotions ( a key component of emotional intelligence) was linked to a host of adaptive outcomes, including mental and physical health, greater peer likability, healthier social relationships, positive teacher-student relationships, and greater academic adjustment.
If parents want better outcomes they should send their children to a nursery. A recent French study has found that children sent to nurseries have better social skills and behaviour than those kept at home by parents.
Opportunities for socialisation and stimulation offered by quality centre-based childcare might prevent children from developing emotional difficulties, according to an observational study of 1,400 children who were tracked from birth to the age of eight.
Parents were asked to complete questionnaires at three, five-and-a- half, and eight years of age. They were asked how easily their children made friends, their behaviour and social skills. At four, eight, and twelve months of age parent were asked what childcare support they used.
The researchers found that for psychological development a nursery or crêche staffed by professionals was better than being cared for informally by family, friends, or a childminder.
Children who had been to a nursery, daycare centre or crêche – formal childcare (26%)- had lower odds of poor social skills, difficult relationships with peers, and behavioural problems, compared to those who received informal childcare (30%) or went to a childminder (45%).
If they had been in formal childcare for a year the odds were even lower. In contrast those who had been cared for by a childminder appeared more likely to have behavioural problems.
It seems girls do better than boys which they say is because formal childcare is about internalising behaviour, more common in girls than boys.
The study doesn’t prove cause and effect and the families were better educated and more affluent than average and the researchers couldn’t assess the quality of the childcare.
However the researchers concluded that “Access to high quality childcare in the first years of life may improve children’s emotional and cognitive development, prevent later emotional difficulties, and promote pro-social behaviours”.
In France 97% of children start school at three (in contrast to Scandinavian countries where they start later than in the UK) and formal childcare provision is open to everyone.