Effects of a parent intervention with a growth mindset approach on the quality of parent-child interaction

The quality of parent-child interactions is among the most important active ingredients of early language development. Many interventions, which vary in approach, content and format, focus on improving the quality of these interactions between children and their caregivers in order to promote early language development. Understanding the relationship between the characteristics of these interventions and their effects on parent-child interactions is crucial to developing effective intervention methods. The purpose of this research project is to document the effects of an intervention aimed at providing information to parents about language development using a growth mindset (i.e., sharing the idea that children’s language development is malleable and that parents can help their children’s language grow by conducting specific actions), on the quality of parent-child interaction. The results of this study have the potential to provide practitioners working with young children and their families with evidence-based knowledge to better support parents in fostering their child’s early language development.

Faculty Supervisor:

Louise Potvin

Student:

Partner:

Harvard University

Discipline:

Sociology

Sector:

Education

University:

Université de Montréal

Program: