Supplementary file 1_Parenting styles and preschool children's development: from network analysis perspective.docx

Preschool children's physical and mental development forms a critical foundation for lifelong growth, with parenting styles playing a pivotal role. Previous research has primarily examined broad associations between parenting styles and general development, leaving gaps in understanding specific subdomain connections. This study investigates the intrinsic relationships and age-related dynamics between six representative parenting styles (Humiliation vs. Respect, Rejection vs. Acceptance, Punishment vs. Motivation, Dictatorship vs. Democracy, Indulgence vs. Control, and Rudeness vs. Protection) and five key developmental domains (Cognition, Emotion, Language, Art, and Body) in a large sample of preschool children. Using network analysis, we evaluated data from 6,394 Chinese parents who completed the Preschool Development Scale (PDS) and Parenting Style Scale (PRSS). Networks were constructed via Extended Bayesian Information Criterion for Graphical Lasso (EBICGLasso), with centrality, bridge analysis, and age-group comparisons (3-, 4-, and 5-year-olds) conducted. Results revealed Motivation (parenting) and Emotion (development) as the strongest Bridge Expected Influence (BEI) nodes. The Motivation-Cognition connection was the most robust across the sample. Age-specific analyses showed distinct bridge patterns: Motivation-Art dominated at age 3, Acceptance-Art at age 4, and Respect-Language at age 5. The strongest cross-cluster link shifted from Motivation-Cognition (ages 3–4) to Respect-Language (age 5). The network invariance test confirmed significant structural differences between all age groups (M > 0.119, p < 0.002). These findings highlight Motivation and Emotion as core bridges between parenting and development, and Motivation–Cognition–Emotion pathway serves as a potential theoretical model that offers explanatory value. Notably, parenting-development connections evolved from direct (Motivation-Art) to indirect (Respect-Language) associations with age. This study advances the traditional focus on global effects by revealing nuanced, age-specific linkages, underscoring the importance of tailored parenting strategies to foster preschool children's development.

学龄前儿童的身心发展是终身成长的关键基础，而养育方式（parenting styles）在此过程中发挥着至关重要的作用。既往研究多聚焦于养育方式与儿童整体发展间的宽泛关联，却对二者在具体细分领域的联结缺乏深入认知。本研究针对大样本学龄前儿童群体，探究六种典型养育方式——羞辱（Humiliation）与尊重、拒绝（Rejection）与接纳、惩罚（Punishment）与激励（Motivation）、专制（Dictatorship）与民主（Democracy）、放纵（Indulgence）与管控（Control）、粗鲁（Rudeness）与呵护（Protection）——与五大核心发展领域：认知（Cognition）、情绪（Emotion）、语言（Language）、艺术（Art）、躯体（Body）之间的内在关联及年龄相关动态变化。本研究采用网络分析法，对6394名中国家长的调研数据进行分析，所有参与者均完成了学龄前儿童发展量表（Preschool Development Scale, PDS）与养育方式量表（Parenting Style Scale, PRSS）。研究采用基于图拉索的扩展贝叶斯信息准则（Extended Bayesian Information Criterion for Graphical Lasso, EBICGLasso）构建网络模型，并开展了中心性分析、桥接分析以及年龄组（3岁、4岁、5岁儿童）比较。研究结果显示，养育维度的激励（Motivation）与发展维度的情绪（Emotion）为最强的桥接期望影响力（Bridge Expected Influence, BEI）节点。在全体样本中，激励-认知联结的强度最高。分年龄分析显示出迥异的桥接模式：3岁儿童群体中以激励-艺术联结为主导，4岁群体以接纳-艺术联结为主导，5岁群体则以尊重-语言联结为主导。最强跨簇联结也从3-4岁的激励-认知联结，转变为5岁时的尊重-语言联结。网络不变性检验证实，所有年龄组之间的网络结构均存在显著差异（M > 0.119, p < 0.002）。本研究结果表明，激励与情绪分别作为养育方式与儿童发展间的核心桥接节点，而激励-认知-情绪通路可作为具备解释价值的潜在理论模型。值得注意的是，养育方式与儿童发展间的联结随年龄增长，从直接联结（如激励-艺术）逐渐转变为间接联结（如尊重-语言）。本研究突破了传统研究聚焦整体效应的局限，揭示了精细化且具有年龄特异性的联结模式，强调了定制化养育策略对促进学龄前儿童发展的重要意义。