Buffering effect of interactive parenting on cognitive impairment in preschool  children caused by persistent parent-child separation after birth

ZHANG Anhui; MA Kai; WANG Yufen; WANG Lingling; SUN Ying

doi:10.11852/zgetbjzz2024-0933

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Chinese Journal of Child Health Care ›› 2025, Vol. 33 ›› Issue (3) : 254-258. DOI: 10.11852/zgetbjzz2024-0933

Buffering effect of interactive parenting on cognitive impairment in preschool children caused by persistent parent-child separation after birth

ZHANG Anhui¹, MA Kai², WANG Yufen³, WANG Lingling², SUN Ying²

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Abstract

Objective To explore the impact of different durations of parent-child separation after birth on the cognitive function of preschool children and the moderating effect of interactive parenting, in order to promote the healthy development of cognitive function in left-behind children. Methods In September 2021, 450 preschool children aged 0 - 6 years were recruited from a rural area in Wuhu City for cognitive development assessment. Parent and primary caregiver questionnaires were used to assess parent-child separation and its timing(separation only before 3 years old, separation only after 3 years old, continuous separation from birth), as well as the level of interactive parenting(number of books at home, storytelling to children, reading, singing, playing games, and counting with children). Parent-child separation was defined as the child being separated from their parents for more than 6 months per year. The cognitive function of preschool children was assessed using the Chinese version of the Wechsler Preschool and Primary Scale of Intelligence - Fourth Edition(WPPSI-Ⅳ). Results The mean age of the participating children was (4.60±0.56) years old, with 214 boys(47.6%).31.3%(141/450) preschool children had experienced parent-child separation, with 22.7%(32/141) experiencing continuous separation. Compared with children without parent-child separation, preschool children with continuous separation had significantly lower total IQ scores(β=-7.11, 95%CI: -10.83 to -3.39, P<0.001). However, this association was only significant in the low-level group of interactive parenting(≤4 points), and was not observed in the medium-level group(5 points) or high-level group(≥6 points) of interactive parenting. Conclusion Interactive parenting helps to buffer the adverse effects of continuous parent-child separation after birth on preschool cognitive function.

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parent-child separation / preschool children / cognitive development / interactive parenting

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ZHANG Anhui, MA Kai, WANG Yufen, WANG Lingling, SUN Ying. Buffering effect of interactive parenting on cognitive impairment in preschool children caused by persistent parent-child separation after birth[J]. Chinese Journal of Child Health Care. 2025, 33(3): 254-258 https://doi.org/10.11852/zgetbjzz2024-0933

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