首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 406 毫秒
1.
Maternal education is one of the strongest predictors of children's academic outcomes. One possible explanation for this is that more highly educated mothers more frequently engage in parenting practices that may promote children's later cognitive development; however, most of this evidence is correlational. This study uses Head Start Impact Study data (N = 1,953) to explore whether low-income mothers' participation in education affects their parenting practices and beliefs. Principal scores, which predict maternal educational participation based on covariates, were used for analysis. Principal score matching was used to identify mothers who we predicted participated in education because their children were randomly assigned to Head Start. We compared these mothers' outcomes to those of mothers we predicted would have participated in education if they were assigned to Head Start. For these mothers, participation in maternal education was associated with children watching fewer hours of TV, having more types of printed media at home, and more frequent participation in cultural activities, but it was not associated with a host of other parenting outcomes. Changing parenting is one potential pathway by which maternal educational participation may influence children's later academic outcomes.  相似文献   

2.
Research Findings: This study analyzed data from the Early Head Start Research and Evaluation Study (EHSRES) to examine whether the association between family structural characteristics (maternal education, number of parents, employment status, and number of children), parenting practices (sensitive and negative parenting, cognitively stimulating home environment, authoritarian parenting), and children's outcomes (receptive language, cognitive development, and problem behaviors) differ across ethnicity. A sample of 2,777 low-income families included 39% European Americans/Whites, 36% African Americans, and 25% Hispanics. Results indicated ethnic differences in some family structural characteristics, parenting practices, and child outcomes. With the exception of employment status, there was limited evidence that ethnic differences in family structural characteristics were related to differences in child outcomes. Though there were also ethnic differences in parenting practices, there was no evidence that ethnicity moderated the relation between parenting practices and children's language, cognitive, and behavioral outcomes at 36 months. Practice or Policy: The implication of this study is the need to foster and focus on positive parenting practices, rather than negatives ones, because of their importance to children's language, cognitive development, and behavior management. Ethnic differences may matter, but they may not in the face of other stressors such as economic fears, job instability, health concerns, and neighborhood safety.  相似文献   

3.
Objective. This study examines the relation between the caregiving practices of teenage mothers and the academic performances of their children in first grade. Design. The teenage mothers were involved in a family support program, and data were collected on the sample for 7 years (the prenatal period through first grade). The sample included 89 children who participated in the first-grade follow-up and who resided with their biological mothers. Children's school performance was assessed with an achievement test in the fall semester of first grade and with teachers' ratings of academic performance at the end of the spring semester. Caregiving practices were assessed by both the research team and the family advocates who worked with the young mothers during the 5-year family support program; mothers also reported on home support for academic achievement during the first-grade interview. Results. Measures of home environment, advocates' ratings of parenting, and mothers' self-report of support for achievement were positively correlated with children's achievement in first grade. Conclusions. Results from multiple regression analyses were consistent with the view that differences in parenting prior to school entry and in maternal support for achievement once the child enters school are predictive of individual differences in first-grade achievement among children born to low-income adolescent mothers.  相似文献   

4.
This exploratory study examined the relations among characteristics of children's home environments and two school readiness skills: their oral language and social functioning. Low SES Latino mothers of 122 (65 girls; 57 boys) preschoolers (39–49 months (M = 45.00; S.D. = 5.40) completed questionnaires about their family demography, their home environments, and their perceived parenting stress. Preschool teachers rated children's social functioning, and children were administered the PPVT-R (or the TVIP). Results of path analyses showed that when controlling for children's age and factors that potentially influence children's opportunities for learning, the relation between parents’ literacy involvement and children's PPVT-R/TVIP scores and social functioning was mediated by children's interest in literacy. In addition, mothers’ perceived parenting stress was directly associated with children's PPVT-R/TVIP scores and social functioning. The findings highlight within-group variations in the home literacy environments of low SES Latino families.  相似文献   

5.
This paper highlights the findings pertaining to the receptive and expressive language competencies of young children. The purpose of this paper is to evaluate the relative sensitivity of five different language measures as a means for assessing pre-schoolers' oral language proficiency. The results show few significant differences in language scores as a function of age, sex or SES. There was a complex pattern of intercorrelations among the language measures used. Results of a home environment questionnaire administered to parents revealed homogeneity in home environments for stimulating child learning and cognitive development across socioeconomic groups. The findings are discussed in relation to the utility of these measures in assessing pre-schoolers' linguistic competencies.  相似文献   

6.
The goal of the present study was to investigate perceived similarities and differences in parenting styles between mothers and fathers in the same family. The 56 parents of 28 preschool children independently completed the parenting styles and dimensions questionnaire (PSDQ) [Robinson, C. C., Mandleco, B., Frost Olsen, S., & Hart, C. H. (2001). The parenting styles and dimensions questionnaire (PSDQ). In B. F. Perlmutter, J. Touliatos, & G. W. Holden (Eds.), Handbook of family measurement techniques. Vol. 2: Instruments and index (p. 190). Thousand Oaks, CA: Sage]. Results reveal only modest similarity in parenting styles used by two parents within the same home. Permissive (and to a lesser extent, authoritarian) parenting was somewhat positively associated across parents but no cross-informant association was found for authoritative parenting. Fathers perceive their spouses to be more authoritative, more permissive, and less authoritarian than themselves, whereas mothers only perceive themselves to be more authoritative than fathers. Parents who share similar parenting styles are more accurate at reporting on their spouses’ parenting styles than are parents with differing styles. Correspondence in parenting style across both parents in the home is important as are parental perceptions of similarity and differences in styles. Independent assessment of both mother's and father's parenting styles, and each parent's perception of their spouse's parenting appears needed in research and practical settings.  相似文献   

7.
Little is known about how key aspects of parental migration or childrearing history affect social development across children from immigrant families. Relying on data on approximately 6,400 children from the Early Childhood Longitudinal Study–Birth Cohort, analyses assessed the role of mother’s age at migration on children’s social development in the United States (sociability and problem behaviors). Consistent with models of divergent adaptation and assimilation, the relation between age at arrival and children’s social development is not linear. Parenting practices, observed when children were approximately 24 months of age, partially mediated the relation between mother’s age at arrival and children’s social development reported at approximate age 48 months, particularly in the case of mothers who arrived as adults.  相似文献   

8.
Research Findings: This study investigates the effect of the early home environment on self-regulation in preschoolers, and how self-regulation relates to later school achievement, while taking into account family resources. Participants were part of the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development. Our model tested paths from family income and maternal depression through parenting to dyadic and child outcomes, including attachment, self-regulation, and child cognitive outcomes in the 1st grade. Findings indicated that family income and maternal depression had a substantial effect on parenting practices. Children whose parents did not display negative affect toward them during episodes of depression were more likely to maintain healthy attachment styles. Parenting, which was directly affected by family income, was the most important predictor of children's cognitive development. Practice or Policy: Regarding implications for practice, this research indicates that parents who provide a safe and stimulating environment for their children, despite limited financial resources or mental health issues, are more likely to have children who are prepared for school. School counselors, child care administrators, and policymakers should be aware of the importance of parenting to school success and should provide opportunities for parent education and involvement during the first years of life.  相似文献   

9.
With increased numbers of women employed in their children's first year of life and with increased attention being paid by parents and policy makers to the importance of early experiences for children, establishing the links that might exist between early maternal employment and child cognitive outcomes is more important than ever. Negative associations between maternal employment during the first year of life and children's cognitive outcomes at age 3 (and later ages) have been reported using data from the National Longitudinal Survey of Youth-Child Supplement. However, it was not known whether these findings would be replicated in another study, nor whether these results were due to features of child care (e.g., quality, type), home environment (e.g., provision of learning), and/or parenting (e.g., sensitivity). This study explored these issues using data on 900 European American children from the National Institute of Child Health and Human Development Study of Early Child Care, which provides information on child cognitive scores at 15, 24, and 36 months, as well as data about the home environment (as assessed by the Home Observation of the Measurement of the Environment Scale), parental sensitivity, and child-care quality and type over the first 3 years of life. Maternal employment by the ninth month was found to be linked to lower Bracken School Readiness scores at 36 months, with the effects more pronounced when mothers were working 30 hr or more per week and with effects more pronounced for certain subgroups (i.e., children whose mothers were not sensitive, boys, and children with married parents). Although quality of child care, home environment, and maternal sensitivity also mattered, the negative effects of working 30 hr or more per week in the first 9 months were still found, even when controlling for child-care quality, the quality of the home environment, and maternal sensitivity. Implications for policy are also discussed.  相似文献   

10.
The purposes of the present study were to examine associations between risk factors and the cognitive performance from one to three years of age of children living in poverty, and to investigate the protective and/or promotive effects of EHS on children's cognitive skill performance. Analyses were conducted using data from the Early Head Start (EHS) Research and Evaluation Project, a prospective study of 3001 children and families living in poverty. There were four main findings. First, children's cognitive skill scores decreased significantly from one to three years of age in comparison to national norms. Second, children whose families were on government assistance, children whose mothers had less than a high school education, children who received lower levels of cognitive and language stimulation at home, and children who had higher levels of negative emotionality evidenced more rapid rates of decline. Third, children in families who received government assistance, children whose parents were unemployed, and children whose mothers had less than a high school education had lower cognitive skill scores at three years of age. Fourth, children who were enrolled in Early Head Start (EHS) had higher cognitive skill scores at three years of age than their peers who were not in EHS. Implications for policy and early education are discussed.  相似文献   

11.
Japanese and South American immigrant mothers' parenting cognitions (attributions and self-perceptions) were compared with mothers from their country of origin (Japan and Argentina, respectively) and European American mothers in the United States. Participants were 231 mothers of 20-month-old children. Generally, South American immigrant mothers' parenting cognitions more closely resembled those of mothers in the United States, whereas Japanese immigrant mothers' cognitions tended to be similar to those of Japanese mothers or intermediate between Japanese and U.S. mothers. This study provides insight into the nature of parenting cognitions generally and those of immigrant mothers specifically and therefore the parenting climate in which immigrant children are reared.  相似文献   

12.
The central question addressed in this study was: What factors are associated with individual differences in academic motivation among first-grade students who were born to low-income adolescent mothers? Data from a 7-year longitudinal study were used to address the question. First-grade teachers assessed academic motivation for 89 children at the end of the school year. We tested a model that children’s experiences in the home prior to school entry influence the developmental trajectories of the children; experiences in the home are likely to influence the cognitive abilities children have when they enter school. More competent children are likely to be more successful on school-related tasks, which in turn, should influence level of motivation in the early elementary grades. The results of a path analysis were consistent with this model. Parenting practices and quality of the home environment during the early childhood period were predictive of children’s receptive language skills at age 4.5 years and achievement in the fall semester of first grade; achievement test scores were, in turn, predictive of academic motivation at the end of first grade. We also expected parental support for achievement after school entry to be related to individual differences in academic motivation, but this hypothesis was not supported.  相似文献   

13.
This study examined the influence of parenting styles, parent–child academic involvement at home, and parent–school contact on academic skills and social behaviors among kindergarten-age children of Caribbean immigrants. Seventy immigrant mothers and fathers participated in the study. Hierarchical regression analyses revealed that fathers’ authoritarian parenting style was negatively associated with and father–school contact was positively associated with receptive skills, vocabulary, and composite scores over and above that of mothers’ contributions in these areas. Fathers’ authoritative parenting style and father–child academic interaction at home were positively related to children's social behaviors. Mothers’ authoritarian parenting style was negatively and mother–school contact was positively associated with children's social behaviors. Analyses indicated that fathers’ parenting carried the weight of influence over mothers’ parenting for facilitating both child academic skills and social behaviors. The roles of parenting styles, parent–academic activities, and parent–school contacts in early schooling are discussed.  相似文献   

14.
Programs to promote children's early development are based on a set of assumptions, explicit or implicit, about intended outcomes and how the program will effect change. The “theories of change” were examined in ten home-based programs in the Early Head Start Research and Evaluation Project (EHSREP), using data collected through multiple interviews with program staff. All home-based programs indicated that parenting outcomes were among their highest three priorities, while only 4 of 10 programs said that child outcomes were in their top priorities. The pattern of outcome differences between randomly-assigned program and control group participants reflected the programs’ theories of change in several ways. Early Head Start home-based programs showed positive impacts on 9 of 9 parenting outcomes, including parental supportiveness, home language and learning supports, emotional responsiveness, and family conflict when children were 24 months of age. Significant program impacts on child cognitive skills (Bayley MDI scores) and social behavior (observed child engagement of parent during play) were found when children were 36 months of age. Mediation analyses showed that the 54% of the program impact on 36-month child cognitive scores was mediated by 24-month program impacts on parental supportiveness, language and learning support, emotional responsiveness, and family conflict, and 47% of the program impact on 36-month child engagement of parent was mediated by 24-month impacts on parental supportiveness, language and cognitive stimulation, and emotional responsiveness. Results from mediation analyses were consistent with these home-based programs’ theories of change, supporting the efficacy of focusing on parent change as a mechanism for child outcomes in home visiting programs.  相似文献   

15.
Patterns in mother-child interaction from infancy to age 12 were investigated in a prospective, longitudinal study of 44 English-speaking mothers and their preterm children. Maternal responsiveness was assessed by home observations during infancy and the Family Interaction Q-Sort at age 12, derived from 2 structured laboratory situations requiring cooperation of mother and child. A cluster of maternal behaviors of critical control toward the toddler was assessed at age 2 years. Children of mothers who were consistently more responsive during both infancy and early adolescence, as well as children whose mothers became more responsive by age 12, achieved higher IQ and arithmetic scores, had more positive self-esteem, and their teachers reported fewer behavioral and emotional problems than children of mothers who were consistently less responsive both during infancy and at age 12. Continuity in parenting behaviors was related to control and criticism beginning in the toddler period and not to degree of responsiveness to the infant.  相似文献   

16.
OBJECTIVES: To assess the impact of a voluntary, paraprofessional home visiting program on promoting child health and development and maternal parenting knowledge, attitudes, and behaviors. METHODS: This collaborative, experimental study of 6 Healthy Families Alaska (HFAK) programs enrolled 325 families from 1/00 to 7/01, randomly assigned them to HFAK and control groups, interviewed mothers at baseline, and followed families until children were 2 years old (85% follow-up). Child outcomes included health care use, development and behavior. Parent outcomes included knowledge of infant development, parenting attitudes, quality of the home environment, and parent-child interaction. HFAK records were reviewed to measure home visiting services. Home visitors were surveyed to measure knowledge, perceived effectiveness and perceived training adequacy. RESULTS: There was no overall impact on child health, but HFAK group children had more favorable developmental and behavioral outcomes. HFAK and control mothers had similar parenting outcomes except that HFAK mothers had greater parenting self-efficacy (35.1 vs. 34.6 based on the Teti Self-Efficacy Scale, p<.05). Fewer HFAK families had a poor home environment for learning (20% vs. 31%, p<.001). HFAK families were more likely to use center-based parenting services (48% vs. 39%, p<.05). The impact was greater for families with lower baseline risk (Family Stress Checklist scores<45). There was little evidence of efficacy for families with a higher dose of service. CONCLUSIONS: The program promoted child development and reduced problem behaviors at 2 years. Impact could be strengthened by improving home visitor effectiveness in promoting effective parenting. Future research is needed to determine whether short-term benefits are sustained.  相似文献   

17.
Chinese parents exert more control over children than do American parents. The current research examined whether this is due in part to Chinese parents' feelings of worth being more contingent on children's performance. Twice over a year, 215 mothers and children (Mage = 12.86 years) in China and the United States (European and African American) reported on psychologically controlling parenting. Mothers also indicated the extent to which their worth is contingent on children's performance. Psychologically controlling parenting was higher among Chinese than American mothers, particularly European (vs. African) American mothers. Chinese (vs. American) mothers' feelings of worth were more contingent on children's performance, with this contributing to their heightened psychological control relative to American mothers.  相似文献   

18.
Research Findings: This study investigated the joint influence of maternal cognitive readiness to parent and children's self-esteem on children's academic achievement and behavioral adjustment in the classroom at age 10. Participants were 153 adolescent mothers and their firstborn children. Findings indicated that low levels of prenatal maternal cognitive readiness to parent were associated with impairments in children's achievement and adjustment at age 10, regardless of the children's level of self-esteem. Among dyads in which mothers were more cognitively prepared for the parenting role, however, children with higher self-esteem showed notably better achievement and adjustment compared to those with lower self-esteem. These results illustrate the joint influence of mothers' preparedness for parenting and children's self-esteem on the school performance of children who are generally considered to be at high risk for impairments in achievement and adjustment. Practice or Policy: Findings are discussed in terms of the enduring impact of cognitive readiness to parent and self-esteem on the academic achievement and behavioral adjustment of at-risk children, with a focus on implications for intervention and prevention based on the specific findings from this study.  相似文献   

19.
Using longitudinal data from the 1970 British Cohort Study, this study explored conditions under which the effects of risk factors for low educational attainment might be moderated. Two different risk factors, hyperactivity and maternal authoritarian parenting attitudes, were studied. The results showed that on the whole these two risk factors were negatively related to educational attainment at age 26. However, mother's authoritarian parenting was not related to educational attainment in children raised in low‐resource (e.g., low social class) environments. Analogously, hyperactivity was less strongly associated with low educational attainment in children raised in low‐stimulation (e.g., maternal depression and low maternal educational attainment) environments. The implications of these findings for intervention programs are discussed.  相似文献   

20.
This study examined the associations among maternal depression, mothers’ emotional and material investment in their child, and children's cognitive functioning. Middle-class Chilean mothers and children (N = 875; 52% males) were studied when children were 1, 5, 10, and 16 years (1991–2007). Results indicated that highly depressed mothers provided less emotional and material support to their child across all ages, which related to children's lower IQ. Children with lower mental abilities at age 1 received less learning-material support at age 5, which led to mothers’ higher depression at child age 10. Mothers’ low support was more strongly linked to maternal depression as children got older. Findings elucidate the dynamic and enduring effects of depression on mothers’ parenting and children's development.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号