Conflictual Relationships Between Caregivers and Children from Low-Income Families and their Impact on Executive Functions among Preschool Children

Abstract

The present study employs a quantitative, longitudinal, correlational, and predictive research design to examine how parent–child conflict and closeness relate to children’s executive function (EF) and its growth over the preschool year, and whether participation in a high-quality early childhood program moderates these associations. The sample included seventy-two parents of typically developing preschool children, ages three to six, living in low-income households. Parents completed the Child–Parent Relationship Scale in the fall, while children completed the Minnesota Executive Function Scale in both the fall and spring. Analyses indicated that parent–child conflict, but not closeness, was significantly associated with lower EF skills at the start of the year. Additionally, children who initially experienced higher conflict demonstrated greater gains in EF after a full year in a high-quality early childhood program, suggesting a possible buffering effect of enriched learning environments. These findings highlight the importance of expanding access to high-quality early childhood programs and implementing parent-support strategies aimed at reducing conflict and promoting positive parent–child interactions.