{"id":20962,"date":"2024-06-28T14:29:22","date_gmt":"2024-06-28T13:29:22","guid":{"rendered":"https:\/\/childandfamilyblog.com\/?p=20962"},"modified":"2026-01-26T15:47:31","modified_gmt":"2026-01-26T15:47:31","slug":"autonomy-supportive-care-for-cognitive-growth","status":"publish","type":"post","link":"https:\/\/childandfamilyblog.com\/autonomy-supportive-care-for-cognitive-growth\/","title":{"rendered":"Let Children Choose: Autonomy-Supportive Care for Cognitive Growth"},"content":{"rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_79_2 counter-hierarchy ez-toc-counter ez-toc-custom ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title ez-toc-toggle\" style=\"cursor:pointer\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #121c4e;color:#121c4e\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #121c4e;color:#121c4e\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/childandfamilyblog.com\/autonomy-supportive-care-for-cognitive-growth\/#Key_takeaways_for_caregivers\" >Key takeaways for caregivers<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/childandfamilyblog.com\/autonomy-supportive-care-for-cognitive-growth\/#What_are_EF_skills_and_why_do_they_matter\" >What are EF skills and why do they matter?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/childandfamilyblog.com\/autonomy-supportive-care-for-cognitive-growth\/#What_specific_caregiver_behaviors_help_children_develop_EF\" >What specific caregiver behaviors help children develop EF?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/childandfamilyblog.com\/autonomy-supportive-care-for-cognitive-growth\/#Exploring_specific_autonomy-supportive_caregiver_behaviors_in_action\" >Exploring specific autonomy-supportive caregiver behaviors in action<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/childandfamilyblog.com\/autonomy-supportive-care-for-cognitive-growth\/#Why_would_letting_children_choose_improve_thinking_skills\" >Why would letting children choose improve thinking skills?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/childandfamilyblog.com\/autonomy-supportive-care-for-cognitive-growth\/#How_can_caregivers_provide_choices_to_children\" >How can caregivers provide choices to children?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/childandfamilyblog.com\/autonomy-supportive-care-for-cognitive-growth\/#Next_steps_in_research\" >Next steps in research<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/childandfamilyblog.com\/autonomy-supportive-care-for-cognitive-growth\/#In_the_meantime_giving_children_more_choices_is_a_promising_way_to_help_them_learn_to_control_their_behavior\" >In the meantime, giving children more choices is a promising way to help them learn to control their behavior<\/a><\/li><\/ul><\/nav><\/div>\n<h2><span class=\"ez-toc-section\" id=\"Key_takeaways_for_caregivers\"><\/span>Key takeaways for caregivers<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ul>\n<li><strong>Executive function (EF)<\/strong> <strong>skills<\/strong>: <a href=\"https:\/\/childandfamilyblog.com\/early-childhood-development-concepts\/\">EF skills<\/a> are brain-based processes that allow us to remember goals, resist impulses, and think flexibly.<\/li>\n<li><strong>Early EF skills matter:<\/strong> <a href=\"https:\/\/childandfamilyblog.com\/parent-child-puzzle-executive-function\/\">Developing EF skills<\/a> early in life is crucial for various outcomes like social competence, emotion regulation, academic achievement, and keeping out of legal trouble.<\/li>\n<li><strong>Parental and caregiver influence is significant: <\/strong>Parents play a vital role in promoting positive development of EF skills, especially during early childhood when children spend a lot of time with their caregivers.<\/li>\n<li><strong>Autonomy-supportive care: <\/strong>In studies, caregivers\u2019 autonomy-supportive care behaviors \u2013 including adapting assistance to the child\u2019s needs, using positive communication, recognizing the child&#8217;s perspective, and offering choices \u2013 are consistently related to children\u2019s EF skills.<\/li>\n<li><strong>Choices and EF skills:<\/strong> Providing children with age-appropriate choices appears to have an especially powerful relation to their development of EF skills.<\/li>\n<li><strong>Research: <\/strong>Ongoing studies are exploring whether children&#8217;s behaviors around choice (e.g., how many options they prefer) predict their EF skills. The findings will improve our understanding of how children make decisions and how caregivers can provide optimal choices that support children\u2019s EF skills and overall well-being.<\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"What_are_EF_skills_and_why_do_they_matter\"><\/span><strong>What are EF skills and why do they matter?<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>The skills children learn when they are young can make a big difference in their achievements and relationships as they grow up. Skills like getting along with others, controlling emotions, and being ready to learn new information are all important for children\u2019s development.<\/p>\n<p>Scientists have been studying how to help children improve these skills, which we call <em>executive function <\/em>(EF) skills. These are the brain-based processes used to hold information in mind, resist impulses, and think flexibly. Together, they allow individuals to solve problems, make good decisions, and accomplish goals.<\/p>\n<h3>EF skills predict more positive outcomes later in life<\/h3>\n<p>More and more, researchers are identifying the importance of <a href=\"https:\/\/childandfamilyblog.com\/executive-function-fathers-toddlers\/\">EF skills for later life outcomes<\/a>. The evidence has come primarily from Western cultures and from families across a wide range of socioeconomic statuses.<\/p>\n<p>It suggests that children with stronger EF skills are more likely than their peers with weaker EF skills to be socially competent, emotionally regulated, and ready for kindergarten, and that they are more likely to meet standards in math and reading throughout school and to be financially secure later in life.<\/p>\n<h3>Strong EF skills reduce likelihood of substance abuse, criminal activity and premature aging<\/h3>\n<p>In addition, children with stronger EF skills are less likely to have substance abuse and a criminal conviction, and they even are less likely to age prematurely. These findings have not been explained by children\u2019s intelligence or family background alone \u2013 EF in childhood was a key factor.<\/p>\n<p>Given that this foundation for lifetime skills is built during childhood, caregivers have a very important role to play in helping their children develop these skills.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"What_specific_caregiver_behaviors_help_children_develop_EF\"><\/span><strong>What specific caregiver behaviors help children develop EF?<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Researchers have discovered that caregivers can take many steps to help children as young as 2 years old improve their EF skills. When caregivers are warm and sensitive, and when they encourage children to think, it can make a big difference.<\/p>\n<p>But a particular aspect of caregiving caught researchers\u2019 attention: <em>autonomy-supportive care<\/em>. <a href=\"https:\/\/childandfamilyblog.com\/balancing-childrens-autonomy-relatedness-shifting-culture\/\">Supporting children\u2019s autonomy<\/a> means structuring their lives in ways that let children feel like they are in charge of what they do and that their actions matter. This includes using positive words to cheer them on, giving them age-appropriate choices, and helping them when they need it, without taking over.<\/p>\n<p><a href=\"https:\/\/www.frontiersin.org\/journals\/psychology\/articles\/10.3389\/fpsyg.2021.773492\/full\">Studies<\/a> in <a href=\"https:\/\/innovation.umn.edu\/child-lab\/\">my lab at the University of Minnesota<\/a> and other research conducted in Western societies have found that when parents and caregivers provide autonomy-supportive care more frequently, their preschool-age children tend to have stronger EF skills.<\/p>\n<blockquote><p>Supporting children\u2019s autonomy means structuring their lives in ways that let children feel like they are in charge of what they do and that their actions matter.<\/p><\/blockquote>\n<h2><span class=\"ez-toc-section\" id=\"Exploring_specific_autonomy-supportive_caregiver_behaviors_in_action\"><\/span><strong>Exploring specific autonomy-supportive caregiver behaviors in action<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>My colleagues and I study the relation between autonomy-supportive caregiving and children\u2019s EF by observing a parent and child working on puzzles that are a bit too hard for children to solve on their own, so they need some help. In our work, we look for four types of autonomy-supportive caregiver behaviors:<\/p>\n<ol>\n<li>Adapting assistance to the child\u2019s needs (e.g., \u201cHow about if we start by finding the edge pieces?\u201d)<\/li>\n<li>Using encouraging words (e.g., \u201cI think you\u2019ve got this part, but let me know if you want my help.\u201d)<\/li>\n<li>Considering the child&#8217;s perspective (e.g., \u201cThis is a tricky one!\u201d)<\/li>\n<li>Offering choices and following the child\u2019s pace (e.g., \u201cWhich corner would you like to start on?\u201d then giving the child time to take their turn.)<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<div id=\"attachment_20965\" style=\"width: 2570px\" class=\"wp-caption alignnone\"><img decoding=\"async\" aria-describedby=\"caption-attachment-20965\" class=\"wp-image-20965 size-full\" src=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-yankrukov-6216441-scaled.jpg\" alt=\"Child doing a puzzle with caregiver.\" width=\"2560\" height=\"1707\" srcset=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-yankrukov-6216441-scaled.jpg 2560w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-yankrukov-6216441-300x200.jpg 300w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-yankrukov-6216441-1024x683.jpg 1024w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-yankrukov-6216441-768x512.jpg 768w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-yankrukov-6216441-1536x1024.jpg 1536w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-yankrukov-6216441-2048x1365.jpg 2048w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-yankrukov-6216441-356x237.jpg 356w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-yankrukov-6216441-700x467.jpg 700w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-yankrukov-6216441-50x33.jpg 50w\" sizes=\"(max-width: 2560px) 100vw, 2560px\" \/><p id=\"caption-attachment-20965\" class=\"wp-caption-text\">Photo by Yan Krukau on Pexels<\/p><\/div>\n<p>The children also spend time with a researcher doing activities designed to assess their EF skills. These include having to wait for a reward, remembering where stickers are hidden, and playing a digital game we developed called the Minnesota Executive Function Scale (<a href=\"https:\/\/reflectionsciences.com\/families\/\">MEFS<\/a>).<\/p>\n<p>We used this method in a series of studies of more than 350 families living in the Twin Cities region of Minnesota, in Evansville, Indiana, and in Montreal, Canada. The parents were mothers and fathers, and the families were of high, middle, and low socioeconomic status from a variety of racial\/ethnic backgrounds; the children ranged from 1 to 5 years old.<\/p>\n<h3>The better the autonomy-supportive behaviors, the stronger the EF skills<\/h3>\n<p>Across the board, we found that the more caregivers engaged in autonomy-supportive behaviors, the stronger their children\u2019s EF skills, independent of the children\u2019s general intelligence.<\/p>\n<p>This made us wonder: Are all parts of autonomy-supportive care equally important for helping children with their EF skills?<\/p>\n<p>To dig deeper into the data from the series of studies, my students and colleagues and I directly compared the different forms of autonomy supportive care demonstrated by the participating caregivers.<\/p>\n<p>We <a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2021.773492\">found<\/a> that letting children make choices was the strongest predictor of EF: Children whose caregivers gave them more choices had stronger EF skills than children whose caregivers gave them fewer choices.<\/p>\n<p>For instance, some parents were more likely than others to let their children choose which puzzle to begin with and which corner to work on, and to limit the problem space by offering a finite task (e.g., \u201cWhich of <em>these<\/em> pieces \u2013 a red one or a blue one \u2013 should we try next?\u201d).<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Why_would_letting_children_choose_improve_thinking_skills\"><\/span><strong>Why would letting children choose improve thinking skills?<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>EF skills help individuals control themselves and stop acting impulsively, and instead take steps that help them reach their goals. To accomplish these goals, individuals need to believe that they have control over what they do and that their actions matter.<\/p>\n<p>When caregivers provide children with opportunities to make their own choices, it helps children reflect on their goals rather than just do whatever feels good in the moment. This reflection supports the conscious control needed for EF.<\/p>\n<p>I like to <a href=\"https:\/\/journals.sagepub.com\/doi\/10.1177\/09637214231159052\">summarize it this way<\/a>: Before children can control how they act, think, or feel, they must have a sense of choice in how to act, think, or feel.<\/p>\n<div id=\"attachment_20964\" style=\"width: 2570px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" aria-describedby=\"caption-attachment-20964\" class=\"wp-image-20964 size-full\" src=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-kamaji-ogino-5094488-scaled.jpg\" alt=\"A child helping their mother select the fruit and vegetables to purchase.\" width=\"2560\" height=\"1707\" srcset=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-kamaji-ogino-5094488-scaled.jpg 2560w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-kamaji-ogino-5094488-300x200.jpg 300w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-kamaji-ogino-5094488-1024x683.jpg 1024w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-kamaji-ogino-5094488-768x512.jpg 768w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-kamaji-ogino-5094488-1536x1024.jpg 1536w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-kamaji-ogino-5094488-2048x1365.jpg 2048w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-kamaji-ogino-5094488-356x237.jpg 356w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-kamaji-ogino-5094488-700x467.jpg 700w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-kamaji-ogino-5094488-50x33.jpg 50w\" sizes=\"(max-width: 2560px) 100vw, 2560px\" \/><p id=\"caption-attachment-20964\" class=\"wp-caption-text\">Photo by <a href=\"https:\/\/www.pexels.com\/photo\/ethnic-mother-and-daughter-putting-limes-in-reusable-bag-5094488\/\">Kamaji Ogino<\/a> on Pexels<\/p><\/div>\n<p>Since this research is correlational, might the process also work the other way around?<\/p>\n<p>Indeed, I predict that children with stronger EF skills are more reflective, and have a stronger sense of agency and preference for choice, leading them to shape their caregivers to offer more choice. Like most concepts in psychology, this is very likely <a href=\"https:\/\/childandfamilyblog.com\/harsh-parenting-effects\/\">a transactional, bidirectional process<\/a>.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"How_can_caregivers_provide_choices_to_children\"><\/span><strong>How can caregivers provide choices to children?<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>To put this research into action, caregivers can try to become more conscious of opportunities to let their children make choices. Consider these examples:<\/p>\n<ul>\n<li>Instead of laying out clothes for your child, ask them to choose their outfit. If you are worried they will dress inappropriately, limit their options, such as by asking which <em>school<\/em> outfit they would like to wear.<\/li>\n<li>If your child is procrastinating on a chore or homework, instead of saying, \u201cDo your homework\u201d or \u201cWhy haven\u2019t you done your homework?\u201d try asking, \u201cDo you want to start with English or math homework?\u201d<\/li>\n<\/ul>\n<p>These small twists of language can make a big difference in the way children feel agency and take responsibility for their own decisions. In turn, children are more likely to follow through on their goals.<\/p>\n<blockquote><p>Although it might seem counterintuitive at first blush, research suggests that caregivers might actually help children get better at controlling their behavior by giving them <em>more<\/em> freedom of choice, not less, as part of autonomy-supportive care.<\/p><\/blockquote>\n<h2><span class=\"ez-toc-section\" id=\"Next_steps_in_research\"><\/span><strong>Next steps in research<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2021.773492\">Our research<\/a> has focused on how parents give children choices, but there is more to explore. My students are now looking at the notion of choice itself. For example, do children prefer to select a sticker from a sheet with only one type of sticker or from a sheet with multiple options?<\/p>\n<p>We want to figure out how children respond when faced with choices, how many options to provide at different ages, and what reasonable limits on choice are \u2013 after all, having ice cream for breakfast might not be a realistic option!<\/p>\n<p>As we uncover more research results, we will learn even more about how children&#8217;s choices and their thinking skills go hand in hand.<\/p>\n<div id=\"attachment_20970\" style=\"width: 2049px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" aria-describedby=\"caption-attachment-20970\" class=\"wp-image-20970 size-full\" src=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-ketut-subiyanto-4545966-scaled.jpg\" alt=\"A Child choosing what to wear.\" width=\"2039\" height=\"2560\" srcset=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-ketut-subiyanto-4545966-scaled.jpg 2039w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-ketut-subiyanto-4545966-239x300.jpg 239w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-ketut-subiyanto-4545966-815x1024.jpg 815w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-ketut-subiyanto-4545966-768x964.jpg 768w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-ketut-subiyanto-4545966-1223x1536.jpg 1223w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-ketut-subiyanto-4545966-1631x2048.jpg 1631w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-ketut-subiyanto-4545966-227x285.jpg 227w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-ketut-subiyanto-4545966-446x560.jpg 446w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/05\/pexels-ketut-subiyanto-4545966-40x50.jpg 40w\" sizes=\"(max-width: 2039px) 100vw, 2039px\" \/><p id=\"caption-attachment-20970\" class=\"wp-caption-text\">Photo by <a href=\"https:\/\/www.pexels.com\/photo\/black-teenager-choosing-clothes-in-bedroom-4545966\/\">Ketut Subiyanto<\/a> on Pexels<\/p><\/div>\n<h2><span class=\"ez-toc-section\" id=\"In_the_meantime_giving_children_more_choices_is_a_promising_way_to_help_them_learn_to_control_their_behavior\"><\/span><strong>In the meantime, giving children more choices is a promising way to help them learn to control their behavior<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>In summary, although it might seem counterintuitive at first blush, research suggests that caregivers might actually help children get better at controlling their behavior by giving them <em>more<\/em> freedom of choice, not less, as part of autonomy-supportive care.<\/p>\n<p>Studies show that this approach is related to stronger EF \u2013 the thinking skills children need to succeed in school and relationships. By understanding and applying these findings, caregivers can actively support the development of their <a href=\"https:\/\/childandfamilyblog.com\/cognitive-development-language\/\">children&#8217;s cognitive growth<\/a>, independence, and overall success.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Key takeaways for caregivers Executive function (EF) skills: EF skills are brain-based processes that allow us to remember goals, resist impulses, and think flexibly. Early EF skills matter: Developing EF skills early in life is crucial for various outcomes like social competence, emotion regulation, academic achievement, and keeping out of legal trouble. Parental and caregiver [&hellip;]<\/p>\n","protected":false},"author":306,"featured_media":20968,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"footnotes":""},"categories":[435],"tags":[],"acf":[],"_links":{"self":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts\/20962"}],"collection":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/users\/306"}],"replies":[{"embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/comments?post=20962"}],"version-history":[{"count":6,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts\/20962\/revisions"}],"predecessor-version":[{"id":22780,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts\/20962\/revisions\/22780"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/media\/20968"}],"wp:attachment":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/media?parent=20962"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/categories?post=20962"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/tags?post=20962"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}