Référence bibliographique 
Regueiro, Sophie, Matte-Gagné, Célia et Bernier, Annie. 2021. «Paternal Mind-Mindedness and Child Executive Functioning in the Kindergarten Classroom ». Early Childhood Research Quarterly, vol. 58, p. 27-34.
«The present longitudinal study set out to investigate the role of paternal mind-mindedness in early toddlerhood in the prediction of individual differences in child EF [executive functioning] problems as manifested almost 5 years later in the kindergarten classroom, controlling for paternal SES [socioeconomic status], child prenatal risk, and mother–child attachment security.» (p. 28)
According to the authors «greater use of mind-related comments by fathers during father–toddler free-play interactions was expected to be associated with less child EF problems at school.» (p. 28)
«The sample consisted of 108 families (49 boys and 59 girls) living in a large Canadian metropolitan area. These families are part of an on-going longitudinal study of child development (Bernier, Beauchamp, & Cimon-Paquet, 2020). They were recruited from birth lists randomly generated and provided by the Ministry of Health and Social Services. […] When they entered the study, mothers were between 20 and 45 years […], and fathers between 25 and 58 years […]. Families took part in three 90-min toddlerhood visits aimed at assessing paternal mind-mindedness and mother–child attachment security, and children’s EF problems were reported by their respective kindergarten teachers 4 years later. The toddlerhood visits took place when children were aged 15 months (T1; M = 15.50 months, SD = 0.71), 18 months (T2; M = 18.33 months, SD = 0.95), and 2 years (T3; M = 25.19 months, SD = 1.05).» (p. 28-29)
Type de traitement des données :
«The findings suggested a positive association between paternal mind-mindedness and child EF: kindergarteners who were exposed to more appropriate mind-related comments while playing with their father in early toddlerhood were considered by their teachers to present less EF problems in everyday school situations. This study extends prior research that showed that fathers can play a meaningful role in the development of child EF […] by indicating that mind-mindedness, an aspect of parenting behavior than can be learned […], is another way in which fathers may promote their children’s capacity to use their executive competence when faced with school demands. The current results also extend mind-mindedness research, in that they add to studies reporting positive links between maternal mind-mindedness and other aspects of child cognitive development […]. In other words, the results appear to suggest that, rather than having specific effects on particular executive functions or manifestations, paternal mind-mindedness may broadly promote children’s capacity to use their EF at school, resulting in less EF problems overall as perceived by teachers. […] Moreover, even though the measure of mother–child attachment security was psychometrically stronger […] than the measure of paternal mind-mindedness […], mind-mindedness explained additional unique variance in child EF» (p. 30-31)