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Background  Parent–child interaction is essential in the development of attentional control ( AC ) and executive functioning ( EF ). Educating parents in  AC  and  EF  development may help them to respond more adaptively to their child's developmental needs.    Aim  This study aimed to investigate whether parents can be educated to improve interactions with their child through a compact psycho‐educational programme that focuses on fostering the development of  AC  and  EF .    Sample  Parents and their children in a low‐risk sample of four‐ to eight‐year‐olds were randomly assigned to either the educational programme condition ( N  =   34) or the control condition ( N  =   36).    Methods  Parental supportive presence and intrusiveness were observed during home visits, and children's performance‐based  AC  and  EF  were assessed before and after the four‐session programme.    Result  Parents in the educational programme improved significantly in support (   η   p   2    = .19) and intrusiveness (   η   p   2    = .09) compared to controls. There was no short‐term programme mediation effect on child  AC  and  EF  through parental support and intrusiveness. This study showed, however, that parents who improved after the educational programme had children who improved on  AC  and  EF .    Conclusion  Parent–child interaction can be enhanced in a low‐risk sample of four‐ to eight‐year‐olds using a compact educational group programme within the school community. Future studies should aim at examining variations in programme responsiveness and assessing associations between parent–child interaction and  AC  and  EF  over time.

Educating parents to improve parent–child interactions: Fostering the development of attentional control and executive functioning