Abstract
Delay of gratification in young children has been linked to long-term behavioral and academic outcomes. This study explored
parent behavior during a laboratory paradigm as possible associates of delay ability. The sample consisted of 50 two- and
three-year-old children and their primary caregivers. A newly created laboratory task, the gift delay task, was conducted
to assess delay of gratification. Additionally, parents completed a child temperament (EASI-III) questionnaire. Based on the
award-oriented behavior in the gift delay task, children were classified into three groups: delay (20 %), touch and go (i.e.,
approached the gift, but demonstrated some delay ability; 46 %), and non delay (34 %). Likewise, parents were classified into
three groups: non-directive (parents did not initiate any interactions, but may have participated in child-led activity),
active (parents initiated interaction with the child no more than 3 times), and very active (parents initiated 4 or more interactions
with the child). Significant differences in emotionality and impulsivity were found between the 3 groups of children; additionally,
significant differences in delay ability were found based on parent classifications suggesting that there is an optimal level
of involvement on part of the parent that helps the child to wait, but beyond this point, involvement may be detrimental to
a successful delay outcome. Implications for behavioral interventions focused on parental support and scaffolding are discussed.
parent behavior during a laboratory paradigm as possible associates of delay ability. The sample consisted of 50 two- and
three-year-old children and their primary caregivers. A newly created laboratory task, the gift delay task, was conducted
to assess delay of gratification. Additionally, parents completed a child temperament (EASI-III) questionnaire. Based on the
award-oriented behavior in the gift delay task, children were classified into three groups: delay (20 %), touch and go (i.e.,
approached the gift, but demonstrated some delay ability; 46 %), and non delay (34 %). Likewise, parents were classified into
three groups: non-directive (parents did not initiate any interactions, but may have participated in child-led activity),
active (parents initiated interaction with the child no more than 3 times), and very active (parents initiated 4 or more interactions
with the child). Significant differences in emotionality and impulsivity were found between the 3 groups of children; additionally,
significant differences in delay ability were found based on parent classifications suggesting that there is an optimal level
of involvement on part of the parent that helps the child to wait, but beyond this point, involvement may be detrimental to
a successful delay outcome. Implications for behavioral interventions focused on parental support and scaffolding are discussed.
- Content Type Journal Article
- Category Original Paper
- Pages 1-8
- DOI 10.1007/s10826-012-9599-8
- Authors
- Beth S. Russell, Department of Human Development and Family Studies, University of Connecticut, 348 Mansfield Rd, Unit 2058, Storrs, CT 06269, USA
- Rucha Londhe, Department of Human Development and Family Studies, University of Connecticut, 348 Mansfield Rd, Unit 2058, Storrs, CT 06269, USA
- Preston A. Britner, Department of Human Development and Family Studies, University of Connecticut, 348 Mansfield Rd, Unit 2058, Storrs, CT 06269, USA
- Journal Journal of Child and Family Studies
- Online ISSN 1573-2843
- Print ISSN 1062-1024