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Official websites use. Share sensitive information only on official, secure websites. The authors used data from the Fragile Families and Child Wellbeing Study to examine whether spanking at ages 1 and 3 is adversely associated with child cognitive skills and behavior problems at ages 3 and 5. Results from cross-lagged path analyses revealed spanking at age 1 to be associated with a higher level of both spanking and externalizing behavior problems at age 3, and spanking at age 3 to be associated with a higher level of both internalizing and externalizing behavior problems at age 5.
Additionally, the longer-term associations between spanking at age 1 and behavioral problems at age 5 appeared to predominantly operate through ongoing spanking at age 3. Results for cognitive skills, though less consistent, suggested no association between spanking at age 1 with poorer receptive vocabulary at age 3 or age 5. Spanking is a common practice among parents of young children in the United States. Whether spanking is an appropriate discipline strategy or is harmful to children remains the subject of ongoing debate, and numerous studies to date have generated somewhat mixed findings.
On the whole, however, whereas a minority of empirical studies suggest that spanking is an effective means of behavioral control that does not result in unintended developmental consequences or lasting damage to children Baumrind, a , b , ; Larzelere, , , the preponderance of evidence suggests that it is an ineffective discipline strategy that is correlated with poor developmental outcomes Berlin et al. Existing research has also been limited in its ability to fully account for the most likely reciprocal nature of the relation between spanking and child development, or to identify the causal direction of this relation.
We particularly focus on spanking at age 1, which has received less attention than spanking at older ages. As described below, our empirical strategy allows us to better account for the reciprocal nature of the relation between spanking and child outcomes than has been possible in most prior work. For example, the transactional effects model of parent-child relations Sameroff, posits recurrent bidirectional influences between parent and child.
Parental discipline strategies are a form of socialization that may affect and be affected by child functioning and behavior. There are many types of discipline, but one of the most heavily researched and hotly debated is corporal or physical punishment. Current evidence suggests that there are reciprocal relations between corporal punishment and child aggression Berlin et al.