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Family Context, Parenting and Child Development: An Epigenetic Approach

Author

Listed:
  • Florencia Barreto-Zarza

    (Faculty of Psychology, University of the Basque Country UPV/EHU, 20018 San Sebastian, Spain
    Biodonostia Health Research Institute, 20014 San Sebastian, Spain)

  • Enrique B. Arranz-Freijo

    (Faculty of Psychology, University of the Basque Country UPV/EHU, 20018 San Sebastian, Spain
    Biodonostia Health Research Institute, 20014 San Sebastian, Spain)

Abstract

This paper presents an essay that uses an epigenetic approach to attain an inclusive and in-depth understanding of the influence of family context and quality of parenting on children’s psychological development. Based on the identification of a key developmental process in which interactions are continuously internalised, the approach draws attention to the bidirectional and systemic nature of intrafamily and parenting interactions and highlights the multiple factors that influence them, which are linked to the developmental history of the species, the individual characteristics of both the child and their parents, and contextual variables. In response to these internalised interactions, the body activates epigenetic mechanisms, such as DNA methylation, which may affect the phenotypic expression of the genome. Theoretical and methodological implications are discussed in light of the current process of identifying the biological profiles underlying negative and positive parenting practices. Some insights are offered regarding the challenges and opportunities that parents and policymakers should address in the 21st century in connection with the promotion of positive parenting, taking into account the epigenetic processes triggered by adverse environments for children and their families.

Suggested Citation

  • Florencia Barreto-Zarza & Enrique B. Arranz-Freijo, 2022. "Family Context, Parenting and Child Development: An Epigenetic Approach," Social Sciences, MDPI, vol. 11(3), pages 1-13, March.
    • Handle: RePEc:gam:jscscx:v:11:y:2022:i:3:p:113-:d:766514
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    References listed on IDEAS

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    1. Zheng, Yao & Rijsdijk, Frühling & Arden, Rosalind, 2018. "Differential environmental influences on the development of cognitive abilities during childhood," Intelligence, Elsevier, vol. 66(C), pages 72-78.
    2. Xuan, Xin & Chen, Fumei & Yuan, Chunyong & Zhang, Xinghui & Luo, Yuhan & Xue, Ye & Wang, Yun, 2018. "The relationship between parental conflict and preschool children's behavior problems: A moderated mediation model of parenting stress and child emotionality," Children and Youth Services Review, Elsevier, vol. 95(C), pages 209-216.
    3. Meyrose, Ann-Katrin & Klasen, Fionna & Otto, Christiane & Gniewosz, Gabriela & Lampert, Thomas & Ravens-Sieberer, Ulrike, 2018. "Benefits of maternal education for mental health trajectories across childhood and adolescence," Social Science & Medicine, Elsevier, vol. 202(C), pages 170-178.
    4. repec:abf:journl:v:31:y:2020:i:3:p:24261-24266 is not listed on IDEAS
    5. Keyser, Daniel & Ahn, Haksoon & Unick, Jay, 2017. "Predictors of behavioral problems in young children 3 to 9years old: The role of maternal and child factors," Children and Youth Services Review, Elsevier, vol. 82(C), pages 149-155.
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    Cited by:

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