Intergenerational effects of parental positive childhood experiences on social skills development in Chinese preschoolers: the moderating role of the home-rearing environment

TL;DR

Positive childhood experiences of parents are linked to better social skills in their preschool children, especially in supportive home environments.

Contribution

This study identifies how parental positive childhood experiences and home-rearing environment jointly influence children's social skills in China.

Findings

Parental positive childhood experiences are significantly associated with children's social skills.

A supportive home-rearing environment strengthens the positive effects of parental experiences on children's social development.

Abstract

While the detrimental intergenerational effects of adverse childhood experiences (ACEs) are well-documented, the potential developmental benefits associated with parental positive childhood experiences (PCEs) warrant further clarification, particularly concerning the social competence of offspring. The present study examines the relationship between parental PCEs and social skills in preschool-aged children, as well as the moderating role of the home-rearing environment.

This cross-sectional study was conducted in three kindergartens in Xuzhou, Shangqiu, and Tianjin, representing the eastern and northern regions of mainland China. The study included 320 Chinese preschoolers (mean age = 4.76 years, SD = 1.01) and their parents. Parental PCEs were assessed using the Benevolent Childhood Experiences Scale, children’s social skills were measured with the Social Skills Scale, and the home-rearing environment was evaluated using the Index of Child Care Environment.

The findings demonstrated a significant positive association between parental PCEs and social skills in children (β = 1.15, p < 0.001). Furthermore, the quality of the home-rearing environment moderated this relationship, with more supportive environments amplifying the benefits of PCEs (β = 0.54, p < 0.05).

These findings underscore the importance of incorporating both parental experiences and family environments in interventions aimed at fostering children’s social development.

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