The relationship between family dining practices, parenting style and family functioning and child learning

Abstract Background: This study examined the association between family dining practices, parenting style and family functioning with child learning among Chinese families with preschool children. Methods: Participants included 663 parent-child dyads recruited from Hong Kong preschools. Child learning was measured through individual assessment of children on preschool concepts, parent and teacher report of child learning. Parents completed questionnaires on parenting style, family functioning, frequency of parents/grandparents dining with target children, mealtime television viewing and feeding practice. Results: Child attainment of preschool concepts was associated with child sex and frequency of father eating with child. Parent report of child learning was associated with child sex, parenting style, family functioning and family feeding practice. Teacher report of child learning was associated with child sex. Conclusion: Child learning could potentially be influenced by family practice including family dining practices, parenting style and family functioning.