Longitudinal examination of hot and cold executive function: Relationships with parenting quality, household chaos, and access to family residency green space

Executive function (EF) is crucial for a child’s cognitive development, influencing various life outcomes, including academic success, emotional regulation, and physical health throughout an individual’s lifetime. This dissertation examines the relationships between environmental factors and EF among children from two to five years of age, utilizing data from the STRONG Kids2 longitudinal birth cohort study. This dissertation extends existing research on EF and integrates multidisciplinary perspectives, including developmental psychology, environmental studies, and public health, to elucidate the complex interactions that shape cognitive development in early childhood. There are several research areas in this study besides EF, including (1) access (e.g., family residency green space and economic hardship), (2) household environments, and (3) parent-child relationships. By addressing gaps in the literature regarding the simultaneous impacts of multiple environmental factors on EF, this study advances our understanding of the ecological dynamics contributing to cognitive outcomes in children. Methodologically, the dissertation employs structural equation modeling to analyze EF development from ages two to five, assessing how variables like parenting quality, household chaos, and green space access influence these associations. The studies include direct assessments of model variables and detailed environmental audits using tools like Google Earth to quantify green space. The expected outcomes of this research include more comprehensive insights into the modifiable aspects of a child’s environment that could be targeted in early childhood interventions aimed at promoting optimal development over time. This research first examines access to green spaces within and around family residences, household chaos, and how economic hardships influence EF. Theoretical frameworks such as Ecological Systems Theory, Attention Restoration Theory, and the concept of nature play underscore the potential of green spaces to enhance attention, reduce stress, and subsequently improve EF. The results of this study suggest that early access to green spaces and the experience of economic hardships may influence children’s EF development. While access to green spaces did not consistently enhance executive functioning as expected, the presence of these spaces alongside specific demographic and environmental factors could still play a significant role. Involving household environments, the dissertation explores how household chaos, characterized by noise, crowding, and lack of routine, relates to hot and cold EF among children. It was hypothesized that chaotic home environments disrupt children’s ability to focus and regulate emotions, impairing EF development. The findings from the study indicate that the household environment significantly impacts children’s executive function across early childhood. Higher levels of household chaos were generally associated with poorer executive function skills, suggesting that environments characterized by noise, disorganization, and lack of routine can hinder cognitive and emotional development. However, the dynamic nature of these effects, with some indications of resilience in response to early chaos, highlights the complexity of how children adapt to their immediate surroundings over time. For parent-child relationships, we focused on how parent-child behavioral synchrony, mutual (dyadic) orientation, and smooth attachment affect the development of EF. Drawing from Attachment Theory, Kopp’s model of self-regulation, and the Dynamic Systems Perspective, the study posits that high-quality, synchronous relationships enhance children’s EF by providing a relational base for developing self-regulation skills. The study highlights the critical role of parent-child relationships, specifically attachment and synchrony, in developing children’s executive functions. Higher smoothness in interaction in attachment relationships and certain levels of synchrony were associated with better executive function outcomes. These findings emphasize the importance of responsive, coordinated, and emotionally positive interactions between parents and children and underscore the significance of nurturing parent-child interactions for developing early childhood cognitive and emotional regulation skills. Collectively, the results of this study illustrate the intricate interplay between environmental factors, parent-child relationships, and household dynamics in shaping the development of children’s executive function. Access to green spaces, economic conditions, and the quality of parental interactions (attachment, synchrony) each play distinct roles, with their influences sometimes yielding unexpected outcomes, such as potentially developing resilience in response to early hardships. Additionally, the significant impact of household chaos on cognitive growth emphasizes the need for stable and structured home environments. These findings underscore the importance of a holistic approach in early childhood interventions and policies, considering the diverse aspects of children’s environments to support optimal development.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Human Dvlpmt & Family Studies

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2024

Author dc:creator

• Iwinski, Samantha Jean

Contributors dc:contributor

• Bost, Kelly
• Ebata, Aaron
• McBride, Brent
• Izenstark, Dina

• Executive Function
• Green Space
• Household Environment
• Parenting
• Access

Statement dc:rights

• Copyright 2024, Samantha Jean Iwinski

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/125553

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F125553