The Impact of Family Bonding Activity Type and Time on Young Children's Social–Emotional Development

Bibliographic Data

ID7149552
AuthorsRosa Kim (0009-0003-5771-1057, College of Social Work University of Utah Salt Lake City Utah USA, corresponding author), Megan Foster (0009-0006-8084-4511, College of Social Work University of Utah Salt Lake City Utah USA), Mackaully Parada (College of Social Work University of Utah Salt Lake City Utah USA), Mackaully L Parada (0009-0003-3284-8516, University of Utah)
Year2025
Volume39
Issue6
Pages1059-1067
Publication date2025-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueChildren & Society (JOURNAL)
Journal identifiersISSN: 0951-0605 • E-ISSN: 1099-0860
PublisherWiley (PUBLISHER • GB)
DOI10.1111/chso.12974
OpenAlexW4411097337
LanguageEN
References cited43

Social–emotional development is a vital component of early child development, laying a critical foundation for a child's overall well‐being and success in school and community settings. This study examines the relationship between the ‘type and time of family bonding activity’ and ‘children's social‐emotional development’ using the 2022 National Survey of Children's Health data. Using a sample of children between 3 and 5 years of age ( M = 4, 51.1% male, 64.8% non‐Hispanic White), study results showed that ‘singing or telling stories’ (female: β = 0.112, p β = 0.127, p β = 0.107, p β = 0.159, p β = 0.058, p = 0.006). Findings suggest that spending more days doing family bonding activities can be a practical, relatively easy, cost‐effective way to implement at home and promote young children's social–emotional development

Child development · Developmental psychology · Emotional development · Social change · Social emotional learning · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Infant Development and Preterm Care · Medicine · Psychology

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Open DOIOpen Access