The Role of Parenting on Child Socioemotional Development: Evidence from the 2015 Pelotas (Brazil) Birth Cohort Study

Abstract Background Parenting is a central pathway to child positive or dysfunctional outcomes. Evidence based on positive and negative parenting and its impact on child development is sparse in low- and middle-income countries creating a gap for the development of public policies and early interventions. Objective Investigate the impact of positive (i.e., sensitivity) and negative (i.e., harsh) parenting on children’s socioemotional development at age 4 using data from the Pelotas Birth Cohort. Method Sample comprised 4,010 children (50.6% male; mean age = 45.5 months, SD = 2.6; 72.4% White, 27.4% Black, 0.2% other) and their mothers (mean age = 31.4 years, SD = 6.6). Parenting was assessed via the Parental and Family Adjustment Scale and observational tasks (Booksharing, Don’t Touch, and Responsive Interactions). Child mental health was assessed using the emotional symptoms, conduct problems, and hyperactivity and inattention subscales of the Strengths and Difficulties Questionnaire. Results Coercive parenting and poor parent-child interactions assessed via the PAFAS, were significant predictors of all three child outcomes (IRR ranging from 1.03 to 1.11). Coercive parenting assessed via observation significantly increased mean scores of child conduct problems (IRR = 1.06) and hyperactivity problems (IRR = 1.12). Higher scores in parental positive emotional tone significantly decreased mean levels of hyperactivity problems (IRR = 0.94). Conclusion Exposure to parental coercive practices significantly impacts child mental health. The impacts are already evident in preschool children and are not restricted to conduct difficulties, but extend to attention and emotional outcomes.