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    Parental acceptance of children with developmental disabilities in the preschool period: the role of mindfulness in parenting
    (Taylor & Francis Ltd, 2025) Ari-Arat, Ceren; Cetinkaya, Elif; Oz, Koray
    ObjectivesUnderstanding the factors that influence parental acceptance during the preschool period when many children with developmental disabilities are diagnosed is crucial. Mindfulness in parenting is the intentional, nonjudgmental attention a person gives to their child and their parenting actions and is associated with processes of acceptance. This research examines the relationship between parental acceptance and mindfulness in parenting among parents of preschool children with developmental disabilities.MethodsThe investigation included 120 parents of preschool-aged children (3-6 years) with developmental disabilities in Turkey.ResultsThe findings reveal that parental acceptance of children with developmental disabilities varies according to the father's education level and the child's age. A significant correlation was found between mindfulness in parenting and parental acceptance. Notably, mindfulness in parenting accounted for approximately 19.2% of the variance in parental acceptance of children with developmental disabilities (R2 = 0.192).ConclusionsThe results underscore the importance of interventions aimed at enhancing mindfulness in parenting, particularly in supporting the acceptance processes during the preschool years. This is especially critical for younger children and for fathers with lower educational levels. The study also highlights the need for further research to deepen our understanding of the acceptance process.