2026 Theses Doctoral

Intergenerational Parenting and Early Childhood Cognitive Development

Zhang, Wenyu

This study addresses a significant gap in the literature by examining how parenting styles and grandparent involvement influence early childhood cognitive development among Chinese immigrant families with children from birth to three years, such as cognitive skills, speaking skills, and social skills.

The present study explores how caregiving roles, communication patterns, cultural values, parenting strategies, and intergenerational differences shape children’s development. Theoretical frameworks used include Vygotsky’s sociocultural theory and Family Systems Theory. Researchers conducted interviews with 15 Chinese immigrant mothers, and data were analyzed iteratively using thematic analysis.

The process moved from initial codes linked to research questions to broader categories based on responses, culminating in themes related to family roles, cultural background, parenting styles, and how communication and caregiving dynamics influence children’s cognitive development when grandparents are involved. A key contribution of this study is highlighting the importance of examining children’s development within the context of the multigenerational family system. Implications for practice include improving professional training programs, parenting interventions, policies, and training for Chinese immigrant families.