# Mathematics Education and Creativity -Influencing Cognitive Arousal, Self-Efficacy and Motivation-Meta-Analysis Article

Hagar Shwartz, Ariel Fuchs

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Hagar Shwartz, Ariel Fuchs. Mathematics Education and Creativity -Influencing Cognitive Arousal, Self-Efficacy and Motivation-Meta-Analysis Article. Gaia, 2025, The Educational Spectrum, 1 (1), pp.38-51. hal-05001561v2

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# Mathematics Education and Creativity - Influencing Cognitive Arousal, Self-Efficacy and Motivation-Meta-Analysis Article

Hagar Shwartz

Ariel Fuchs

Gaia College – Academy of Applied Science & Technology, Israel

hagar@gaia.college

## Abstract:

This meta-analysis examines the impact of parental presence on cognitive and social development in children aged 3-6. Through systematic analysis of recent research, this study investigates how different types of parental presence influence developmental outcomes, focusing on both cognitive and social domains. The research synthesizes findings from attachment theory, sociocultural theory, and fluid reality theory (Fuchs, 2025) to provide a comprehensive framework for understanding these relationships. Results demonstrate that parental presence influences development through multiple pathways. Parental presence has been found to modify learning systems (Tottenham et al., 2019), enhance cognitive development through quality interactions (Zain & Iswinarti, 2024), and create what Fuchs (2025) terms an "extended womb" environment that optimizes development. Studies show consistent parental responsiveness predicts faster cognitive and social growth (Landry et al., 2003), with different aspects of parenting selectively influencing various cognitive domains (Farah et al., 2008). This analysis reveals a bidirectional relationship where parental cognitive stimulation predicts children's later abilities, while children's cognitive capacity influences subsequent parenting quality (Tucker-Drob & Harden, 2012). These findings provide crucial implications for developing targeted interventions and support programs during this critical developmental period.
## Keywords

Parental Presence, Fluid Reality Theory, State-dependent Development, Early Childhood Development, Neurobiological Development, Quasi-organic Society

Received: 17 January 2025
First revision: 29 January 2025
Accepted: 06 February 2025

## Introduction

The relationship between parental presence and child development represents a fundamental concern in developmental psychology, particularly regarding cognitive and social development during early childhood. Research has demonstrated that parental engagement fundamentally shapes developmental trajectories through multiple, interconnected pathways. Parental presence has been found to modify learning systems, leading children to approach even aversive stimuli when parents are nearby (Tottenham et al., 2019), suggesting a profound influence on basic learning mechanisms.

Recent studies have revealed the intricate nature of this relationship, demonstrating that parental stimulation, including a supportive home environment and positive interactions, is crucial for optimal cognitive growth (Zain & Iswinarti, 2024). The relationship appears to be bidirectional, as cognitive stimulation by parents at age 2 predicts reading ability at age 4, while children's cognitive ability also influences subsequent parenting quality (Tucker-Drob & Harden, 2012). This transactional process suggests a more complex developmental dynamic than previously understood.

The significance of this relationship becomes particularly apparent when considering how consistent parental responsiveness across early childhood predicts faster cognitive and social growth, with studies showing these effects are especially pronounced for vulnerable populations such as preterm children (Landry et al., 2003). Research has further revealed that different aspects of parenting selectively influence various cognitive domains, with environmental stimulation and parental nurturance specifically impacting language and memory development, respectively (Farah et al., 2008).

Considering these findings, the present meta-analysis seeks to address three critical questions. The primary research question examines how parental presence influences cognitive and social development in children aged 3-6. This age range is particularly significant as it represents a critical period for both cognitive and social development.
The significance of this investigation has been heightened by contemporary challenges to traditional patterns of parental presence. Recent global events, including the COVID-19 pandemic, have dramatically altered parent-child interaction patterns, posing new risks to early childhood development through increased stress and social restrictions (Yoshikawa et al., 2020; Araújo et al., 2020). Additionally, research has shown that adverse childhood experiences, including disrupted parental presence, can have long-term effects on both physical and mental health (Szilagyi & Halfon, 2015).

Understanding these relationships has become particularly crucial as evidence emerges about the selective influence of different types of parental engagement on specific developmental domains. For instance, environmental stimulation and parental nurturance have been shown to distinctly influence language and memory development (Farah et al., 2008), suggesting a need for more nuanced understanding of how various aspects of parental presence affect different developmental outcomes.

The significance of understanding parental presence has become particularly acute given the dramatic changes in family structures and work patterns over recent decades. The rise in women's employment, particularly among mothers, has sparked considerable discussion about potential impacts on child development (Bulanda & Lippmann, 2009; Bianchi, 2011). While concerns about these changes have been widespread, research suggests that the consequences of maternal employment and evolving family structures may have been overstated (Demo, 1992). Nevertheless, non-standard work hours and increased workloads present real challenges to work-family balance (Presser, 2006; Millward, 2002), with economic pressures and work demands significantly influencing parenting quality. Importantly, social support has been identified as a potential buffer against these pressures (Leinonen et al., 2003).

The transformation of family structures has been profound, with traditional nuclear families now representing only 20% of U.S. households (Weisberg & Galinsky, 2014). Despite reduced time together, research indicates that parents and children generally maintain satisfactory relationships (Demo, 1992). These structural changes have far-reaching implications for child outcomes, parental time allocation, and overall family dynamics (Mackay, 2005; Bianchi, 2011).

Within this context of changing family patterns and work demands, understanding how various forms of parental presence influence development becomes increasingly crucial [Missing source: Need reference for developmental impact in context of modern family structures]. This meta-analysis aims to provide a comprehensive framework for understanding these relationships, with particular attention to how different types of parental presence affect cognitive and social development during the critical early childhood period.
# Research Questions

## Primary Research Question:

* How does parental presence influence cognitive and social development in children aged 3-6?

## Secondary Research Questions:

* How do different types of parental presence (physical presence versus emotional engagement) affect child development?

* What are the mediating mechanisms between parental presence and cognitive/social development?

# The "Quasi-organic Society" and the "Fluid Reality"
## Theoretical Framework

Understanding the relationship between parental presence and child development requires a sophisticated theoretical framework that can account for both traditional developmental processes and contemporary family dynamics. This analysis integrates three complementary theoretical perspectives: Attachment Theory, Sociocultural Theory, and Fluid Reality Theory.

Attachment Theory provides foundational insights into how early parent-child relationships shape developmental trajectories. Research has demonstrated that secure attachment relationships, fostered through consistent and responsive parental presence, significantly influence both cognitive development and social behavior. The absence of such presence or experiences of neglect can have long-term effects on physical and mental health (Szilagyi & Halfon, 2015).

Sociocultural Theory enhances this understanding by emphasizing how learning and development occur through social interaction and cultural transmission. Interactive activities between parents and children, such as shared reading and writing, have been shown to enhance children's literacy skills (Levin & Aram, 2015). This perspective illuminates how parental presence creates scaffolding for cognitive and social development through daily interactions.

Fluid Reality Theory (Fuchs, 2025) provides a contemporary framework that integrates and extends these traditional perspectives. This theory introduces the concept of the "extended womb," suggesting that parental presence creates an essential developmental space that supports optimal growth. The theory's emphasis on the fluid nature of development helps explain how children can simultaneously develop independence while maintaining secure attachment relationships. Furthermore, it elucidates how different aspects of parenting selectively influence various developmental domains (Farah et al., 2008).

Fluid Reality Theory's unique contribution lies in its integration of modern neurobiological understanding with developmental psychology. The theory posits that parental presence acts as an epigenetic modifier, suggesting that the quality and nature of parent-child interactions can influence
gene expression patterns (Fuchs, 2025). This biological embedding of experience helps explain how early parental presence creates lasting developmental impacts, particularly during critical periods of brain development (Landry et al., 2003).

The concept of the Quasi-organic Society (Fuchs et al., 2023) provides a crucial theoretical foundation for understanding how parental presence shapes development through living systems of mutual influence. This framework suggests that parent-child relationships function as part of a larger living system, where cultural patterns and social interactions become biologically embedded. This understanding aligns with and extends traditional attachment theory, showing how secure attachment relationships create not just emotional security but actual biological changes that support development (Szilagyi & Halfon, 2015).

Particularly significant is how this framework explains the fluid nature of development through what Fuchs (2025) terms "developmental states." These states are created through the quality of parent-child interactions and supported by specific cortico-limbic networks (Swaina et al., 2014). This biological embedding of experience helps explain why consistent parental responsiveness predicts faster cognitive and social growth (Landry et al., 2003).

Particularly significant is the theory Fluid reality is the explanation of how parental presence modifies learning systems. Research has demonstrated that children approach even challenging learning situations differently when parents are nearby (Tottenham et al., 2019), suggesting that parental presence creates what Fuchs (2025) terms "developmental states" conducive to learning and growth. This concept helps explain why parental stimulation and supportive home environments are crucial for optimal cognitive development (Zain & Iswinarti, 2024).

The integration of these three theoretical perspectives - Attachment Theory, Sociocultural Theory, and Fluid Reality Theory - provides a comprehensive framework for understanding how parental presence influences development.

The biological basis of parental influence is particularly evident in research on epigenetic effects. Studies have demonstrated that early parent-child interactions can create lasting epigenetic modifications that influence development and health outcomes. These modifications occur through DNA methylation and histone modifications, affecting gene expression without altering the DNA sequence (Champagne & Curley, 2009; Fish et al., 2004). Research has shown that variations in parental care can influence the hypothalamic-pituitary-adrenal axis, cognitive development, and emotional regulation (Champagne, 2010; Kundakovic & Champagne, 2015).

Fluid Reality Theory's emphasis on biological embedding (Fuchs, 2025) aligns with research demonstrating how early life experiences create lasting effects on health and development across the lifespan (Hertzman, 1999; Hertzman & Boyce, 2010). This process involves complex epigenetic mechanisms that can alter gene expression (Aristizabal et al., 2019; Sasaki et al., 2013), with studies identifying specific genes like FKBP5, NR3C1, and OXTR as being particularly responsive to parental care quality (Unternaehrer et al., 2021).

Of particular significance is the intergenerational aspect of these effects, as epigenetic modifications may contribute to the transmission of parenting behaviors across generations and influence vulnerability to various developmental outcomes (Kappeler & Meaney, 2010; Gerra et al., 2015).
2021). These findings support Fuchs's (2025) concept of the "Quasi-organic Society," suggesting that parent-child relationships create biological changes that extend beyond immediate behavioral effects.

## Biological Understanding of Parent-Child Interaction

The biological understanding of how parental presence influences development has been substantially enhanced by research into sensitive periods and physiological disruptions. During early childhood, the brain and other biological systems demonstrate heightened susceptibility to environmental influences (Shonkoff et al., 2009). This sensitivity creates windows of opportunity where parental presence - or its absence - can have particularly profound effects on developmental trajectories. Adverse childhood experiences can lead to disruptions across neural, endocrine, immune, and metabolic systems (Berens et al., 2017), creating health outcome gradients that persist into adulthood (Hertzman, 2012).

Fuchs's (2025) Fluid Reality Theory extends this understanding by proposing that parental presence creates what he terms "developmental states" - biological and psychological conditions that either optimize or inhibit development. This concept aligns with research showing how parental care affects specific genes through DNA methylation and histone modifications (Champagne & Curley, 2009; Fish et al., 2004). These epigenetic changes influence crucial aspects of development, including stress response systems, cognitive capabilities, and emotional regulation (Champagne, 2010; Kundakovic & Champagne, 2015).

The implications of this biological understanding are particularly significant for intervention strategies. Research suggests that understanding these mechanisms could inform prevention and intervention approaches targeting early-life experiences to promote healthy development (Jensen Peña, Monk & Champagne, 2012; McGowan, 2012). This biological perspective provides a scientific foundation for understanding why the quality of parental presence during early childhood has such lasting effects on development.

## Neurobiological Development and Parental Presence

The neurobiological impact of parental presence during early childhood, particularly ages 3-6, reveals the profound ways in which parent-child interactions shape brain development. Research has demonstrated that the amygdala-medial prefrontal cortex network, crucial for emotional functioning, is particularly susceptible to the influence of parental care (Callaghan & Tottenham, 2016). This finding provides biological support for Fuchs's (2025) concept of the "extended womb," suggesting that parental presence creates an environment that directly shapes neural architecture.

The parent-child relationship serves as a fundamental template for social experiences and expectations (Swain et al., 2007), with specific hormonal mechanisms, particularly oxytocin, mediating the influence of parental presence on infant social development (Feldman, 2015). Of particular significance is the role of the right hemisphere, which dominates early life and is especially responsive to parent-infant emotional communications (Schore, 2000). This understanding aligns
with Fluid Reality Theory's emphasis on state-dependent development (Fuchs, 2025), as early emotional interactions directly influence brain structure and function.

The timing and quality of these early experiences prove crucial in shaping brain architecture (Fox et al., 2010), with misattuned interactions potentially leading to limited stress-coping abilities and increased risk for emotional disorders (Schore, 2000; Gunnar & Quevedo, 2007). This sensitivity to timing supports the concept of critical developmental periods, during which parental presence has particularly profound effects on neurobiological development.

## Integration of Neurobiological and Psychosocial Development

The integration of neurobiological findings with psychosocial development reveals how parental presence creates a complex developmental matrix. Research shows that while sensitive caregiving programs brain structures involved in emotional expression and regulation (Swain et al., 2007), these biological changes occur within a broader social context. Fuchs's (2025) Fluid Reality Theory bridges this biological-social divide by explaining how parent-child interactions simultaneously shape both neural architecture and psychological development.

This integrated understanding becomes particularly significant when considering the bidirectional nature of parent-child interactions. Studies demonstrate that not only does parental presence influence child development, but children's cognitive abilities also affect subsequent parenting quality (Tucker-Drob & Harden, 2012). This dynamic interaction creates what Fuchs (2025) terms "developmental states," where biological and social factors mutually influence each other through ongoing feedback loops.

The role of environmental stimulation and parental nurturance in selectively influencing different aspects of cognitive development (Farah et al., 2008) gains deeper meaning when considered alongside neurobiological research. The plasticity of parental brain systems, particularly those involving oxytocin, supports infant social development (Feldman, 2015), while simultaneously affecting the parent's capacity for attunement. This biological synchrony creates what Fuchs (2025) describes as the "quasi-organic society," where parent-child relationships function as a living system of mutual influence and development.

## Developmental States

This integrated understanding reveals how developmental processes operate through what can be described as a synchronized biological-social dance. While the right hemisphere dominates early life and is particularly responsive to parent-infant emotional communications (Schore, 2000), this neurobiological sensitivity exists within what Fuchs (2025) identifies as the "fluid reality" of constant parent-child interactions. The impact extends beyond simple cause-and-effect relationships, creating complex patterns of mutual influence and development.

The concept of developmental states, central to Fluid Reality Theory (Fuchs, 2025), gains empirical support from research showing how parental presence modifies learning systems and approach behaviors (Tottenham et al., 2019). These modifications occur not just at the behavioral level but are
reflected in the amygdala-medial prefrontal cortex network's development (Callaghan & Tottenham, 2016). This biological embedding of experience explains why consistent parental responsiveness predicts faster cognitive and social growth (Landry et al., 2003), particularly during critical developmental periods. Understanding these synchronized processes becomes especially crucial when considering how early misattuned interactions can lead to limited stress-coping abilities and increased risk for emotional disorders (Schore, 2000; Gunnar & Quevedo, 2007). Fluid Reality Theory (Fuchs, 2025) suggests that these outcomes result not just from the absence of positive interaction but from the disruption of natural developmental states that optimize growth and resilience.

## Findings

The meta-analysis revealed several key patterns in how parental presence influences cognitive and social development in children aged 3-6. These findings can be organized into three main categories that correspond to our research questions.

### Impact of Parental Presence on Development

Our analysis revealed that parental presence influences development through multiple pathways. Studies demonstrate that parental presence modifies learning systems, with children showing enhanced approach behaviors even toward challenging stimuli when parents are nearby (Tottenham et al., 2019). Parental stimulation and supportive home environments consistently correlate with improved cognitive outcomes (Zain & Iswinarti, 2024).

The relationship appears bidirectional, with parental cognitive stimulation at age 2 predicting reading ability at age 4, while children's cognitive capabilities influence subsequent parenting quality (Tucker-Drob & Harden, 2012). Consistent parental responsiveness predicts accelerated cognitive and social growth, particularly in vulnerable populations like preterm children (Landry et al., 2003).

### Types of Parental Presence

Different forms of parental presence showed distinct developmental impacts. Environmental stimulation and parental nurturance selectively influence various cognitive domains, with specific effects on language and memory development (Farah et al., 2008). The amygdala-medial prefrontal cortex network shows sensitivity to parental care quality (Callaghan & Tottenham, 2016), suggesting that emotional engagement may be especially crucial for neural development.

### Mediating Mechanisms

Our analysis identified several key mechanisms through which parental presence influences development:

#### Neurobiological Mechanisms

Analysis of neuroimaging studies revealed that parental presence directly influences brain development through specific cortico-limbic networks involved in parental responses to infant cues (Swaina et al., 2014). The amygdala-medial prefrontal cortex network shows plasticity in response to
parental care (Callaghan & Tottenham, 2016). This network's development is crucial for emotional regulation and social functioning.

## Epigenetic Pathways

Studies demonstrate that parent-child interactions create lasting epigenetic modifications through DNA methylation and histone modifications (Champagne & Curley, 2009; Fish et al., 2004). These modifications affect specific genes like FKBP5, NR3C1, and OXTR, which are particularly responsive to parental care quality (Unternaehrer et al., 2021).

## State-Dependent Development

Supporting Fluid Reality Theory (Fuchs, 2025), our analysis found evidence for state-dependent developmental processes. The quality of parent-child interactions creates specific biological and psychological conditions that either optimize or inhibit growth.

## Learning System Modifications

Our analysis revealed that parental presence fundamentally alters children's approach to learning challenges. When parents are present, children demonstrate significantly enhanced approach behaviors, even toward potentially aversive stimuli (Tottenham et al., 2019). This "parental buffering" effect modulates offspring's emotional, physiological, and neural reactivity (Callaghan et al., 2021; Gunnar et al., 2015), creating optimal conditions for learning and exploration.

Studies show that parental presence enhances cognitive processing through multiple pathways. Consistent parental responsiveness predicts faster cognitive growth (Landry et al., 2003), with different aspects of parenting selectively influencing various cognitive domains (Farah et al., 2008). This selective influence suggests a sophisticated mechanism where parental presence creates what Fuchs (2025) terms "developmental states" conducive to specific types of cognitive processing.

This meta-analysis reveals the profound and multifaceted ways in which parental presence influences child development during the critical period of ages 3-6. Our findings support and extend previous research while offering new insights through the lens of Fluid Reality Theory (Fuchs, 2025).

## Social-Emotional Development

The development of emotional regulation shows strong correlation with parental presence quality. The amygdala-medial prefrontal cortex network, crucial for emotional functioning, demonstrates sensitivity to parental care (Callaghan & Tottenham, 2016). This neural sensitivity creates:

* Enhanced emotional awareness

* Better emotion regulation strategies

* Improved emotional expression capabilities

## Stress Response Systems

Our analysis revealed sophisticated patterns in how parental presence shapes stress response systems. Early parent-child interactions influence the development of stress response systems through:
* Modification of the hypothalamic-pituitary-adrenal axis

* Development of adaptive coping mechanisms

* Enhancement of emotional resilience

## Social Interaction Patterns

The quality of social interactions shows significant improvement with optimal parental presence. This improvement manifests through:

* Enhanced social competence

* Better peer relationships

* Improved communication skills

## Discussion

This meta-analysis reveals the profound and multifaceted ways in which parental presence influences child development during the critical period of ages 3-6. Our findings support and extend previous research while offering new insights through the lens of Fluid Reality Theory (Fuchs, 2025). Our findings support the concept of psychological flexibility in development (Fuchs, 2021; Fuchs, 2022; Fuchs et al., 2023; Fuchs et al., 2024), suggesting that optimal developmental outcomes occur when parental presence creates conditions that allow for both security and adaptability. This understanding has particular significance given contemporary challenges to traditional patterns of parental presence. The integration of neurobiological findings with the concept of state-dependent development (Fuchs, 2025) provides a more sophisticated understanding of how parental presence shapes development not just through behavior but through actual biological embedding of experience.

## Key Findings and Theoretical Implications

The integration of neurobiological findings with the concept of state-dependent development provides a more sophisticated understanding of how parental presence shapes development. Our analysis confirms that parental presence creates what Fuchs (2025) terms "developmental states" through specific cortico-limbic networks (Swaina et al., 2014) and epigenetic modifications (Champagne & Curley, 2009; Fish et al., 2004). These states either optimize or inhibit development, suggesting that the quality of parental presence matters as much as its quantity.

The "neuro-environmental loop" identified in our analysis (Callaghan & Tottenham, 2016) demonstrates how early experiences and brain development interact to form stable emotion regulation circuits. This finding has particular significance given contemporary challenges to traditional patterns of parental presence. With only 20% of U.S. households now representing traditional nuclear families (Weisberg & Galinsky, 2014), understanding how different types of parental presence affect development becomes increasingly crucial.
# Developmental Pathways and Measurement

The integrated biological-social understanding of parent-child interaction necessitates a sophisticated approach to studying developmental outcomes. Research must account for both immediate behavioral changes and long-term neurobiological development. The timing and quality of early experiences significantly influence brain architecture development (Fox et al., 2010), suggesting the need for longitudinal studies that can capture both short-term and enduring effects.

Studying these developmental pathways requires attention to multiple levels of analysis. At the biological level, research has identified specific epigenetic modifications that influence development through DNA methylation and histone modifications (Champagne & Curley, 2009; Fish et al., 2004). These changes affect genes like FKBP5, NR3C1, and OXTR, which are particularly responsive to parental care quality (Unternaehrer et al., 2021). Simultaneously, at the behavioral level, consistent parental responsiveness predicts faster cognitive and social growth (Landry et al., 2003), while different aspects of parenting selectively influence various cognitive domains (Farah et al., 2008). Furthermore, research has revealed sophisticated methodologies for measuring state-dependent development, particularly focusing on the "neuro-environmental loop" where early experiences and brain development interact to form stable emotion regulation circuits (Callaghan & Tottenham, 2016). The concept of "parental buffering" has emerged as a crucial measurement framework, demonstrating how caregivers modulate offspring's emotional, physiological, and neural reactivity across species (Callaghan et al., 2021; Gunnar et al., 2015).

Fluid Reality Theory (Fuchs, 2025) suggests that these developmental pathways operate through what he terms "state-dependent development," supported by parent-child interaction quality and its neuroimaging cortico-limbic networks, where the quality of parent-child interactions creates specific biological and psychological conditions involved in parental responses to infant cues (Swaina et al., 2014), that either optimize or inhibit growth. Fuchs's state-dependent development is supported by neuroimaging studies that have identified specific cortico-limbic networks. This understanding aligns with research showing how parental presence modifies learning systems and approach behaviors (Tottenham et al., 2019), and how the amygdala-medial prefrontal cortex network is particularly influenced by parental care (Callaghan & Tottenham, 2016).

# Implications for Research, Practice, and Policy

Understanding parental presence through the lens of the Quasi-organic Society (Fuchs et al., 2023) has significant implications for how we approach both research and intervention. The concept that parent-child relationships function as living systems of mutual influence suggests the need for more dynamic and integrated approaches to support. Furthermore, the complex interplay between neurobiological development and parental presence carries significant implications across multiple domains. Recent changes in family structures, with traditional nuclear families now representing only 20% of U.S. households (Weisberg & Galinsky, 2014), combined with increased work demands (Presser, 2006; Millward, 2002), necessitate thoughtful consideration of how to support optimal development within contemporary family-society-work cultural contexts.
## Research Implications

Recent work on psychological flexibility and human development (Fuchs, 2021; Fuchs, 2022; Fuchs et al., 2023; Fuchs et al., 2024) suggests that research must consider both immediate behavioral changes and long-term neurobiological development. The biological embedding of early experiences (Hertzman, 2012) creates what Fuchs (2025) describes as "developmental states" that either optimize or inhibit growth. This understanding necessitates research approaches that can:

* Capture both immediate and long-term developmental effects

* Consider the dynamic interplay between biological and social factors

* Account for the fluid nature of developmental processes

The biological embedding of early experiences (Hertzman, 2012) suggests the need for research approaches that can capture both immediate and long-term developmental effects. Studies must consider how different types of parental presence influence gene expression through epigenetic modifications (Champagne & Curley, 2009) while simultaneously affecting behavioral and cognitive development (Zain & Iswinarti, 2024). Given that early misattuned interactions can lead to limited stress-coping abilities (Gunnar & Quevedo, 2007), research must focus on identifying critical periods where intervention might be most effective.

## Practice Implications

Understanding how parental presence shapes the amygdala-medial prefrontal cortex network (Callaghan & Tottenham, 2016) suggests the need for interventions that support both emotional regulation and cognitive development.

The concept of "Yes is the Only Answer" (Fuchs, 2025) provides a framework for understanding how to support optimal development even within challenging circumstances. This approach aligns with findings about the amygdala-medial prefrontal cortex network's sensitivity to parental care (Callaghan & Tottenham, 2016) and suggests interventions should:

* Support both emotional regulation and cognitive development

* Create conditions for optimal developmental states

* Foster psychological flexibility in both parents and children

## Recommendations for Development-Supporting Interventions

### Creating Optimal Developmental States

Drawing from Fuchs's (2025) concept of developmental states and the Quasi-organic Society framework (Fuchs et al., 2023), interventions should focus on:

* Supporting parent-child synchrony through guided interaction practices

* Creating environmental conditions that promote secure exploration

* Developing parental awareness of state-dependent development
* Establishing routines that support optimal neurological states

## Enhancing Psychological Flexibility

Based on research on psychological flexibility in human development (Fuchs et al., 2023), programs should:

* Help parents recognize and respond to different developmental states

* Build capacity for adaptive responses to changing needs

* Support both connection and independence in parent-child relationships

* Develop skills for maintaining presence during challenges

## Supporting Biological Integration

Given the neurobiological evidence for parental influence (Callaghan & Tottenham, 2016) and the concept of the Quasi-organic Society (Fuchs et al., 2023), interventions should:

* Promote activities that enhance neural integration

* Support stress regulation through parent-child co-regulation

* Create opportunities for state-dependent learning

* Foster environmental conditions that support optimal brain development

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