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1.
This study was conducted with a sample of 93 Head Start children and their mothers. It examined the contribution of family variables (i.e., parenting style, home literacy activities, maternal school involvement, and maternal expectations) to children's preacademic competence as defined by four criteria: (a) performance on a standardized achievement battery; (b) teachers' ratings of children's cognitive competence; (c) children's self-ratings of competence; and (d) maternal reports of children's early school adjustment. In exploring these relationships the study controlled for the influence of variables (i.e., child and maternal cognitive variables, child sex, as well as risk due to daily stress) that have been suggested to influence directly, or indirectly, maternal involvement and child competence. Hierarchical regression analyses indicated that educational expectations, home literacy variables, and school involvement were predictive of children's competence even after accounting for the effects of maternal education, child IQ, and daily stress. Specifically, maternal educational expectations were predictive of preacademic achievement and teacher-rated competence. Maternal engagement in educational activities at home was predictive of children's self-efficacy beliefs and school adjustment. Maternal school involvement was also predictive of school adjustment.  相似文献   

2.
The quality of the home environment is widely recognized as a strong contributor to young children's emergent literacy and social competence and to their subsequent educational success. The present study examined the relationships between family variables (socioeconomic status (SES), social risk factors, and home learning variables) and children's emergent literacy competence and children's social functioning. The sample for this study was obtained by randomly selecting 48 classrooms within three Head Start programs and, then, randomly selecting five girls and five boys from each class. The final sample consisted of 325 families for which information about both child and primary caregiver was obtained from multiple sources (teacher, outside assessor, and primary caregiver). A mediational model was hypothesized and tested using structural equation modeling. The findings are consistent with the hypotheses that family social risk and home learning experiences mediate the association between SES and Head Start children's school readiness in the areas of emergent literacy competence and social functioning.  相似文献   

3.
Research Findings: Home literacy involvement (e.g., shared book reading) has been linked to enhanced cognitive development and school readiness during early childhood. Furthermore, precursory reading and math skills are key predictors of high school achievement. This study examined prospective relations between Mexican mothers’ English proficiency, their home literacy involvement, and their children's school readiness (i.e., preschool reading and math scores). A large, nationally representative sample of preschool-age Mexican American children (N = 826) was used to test a theoretically derived path analysis that demonstrated that mother-reported home literacy involvement mediated the relation between mother-reported English proficiency and children's reading achievement, but not math. Results were evident even after key family and child characteristics were controlled. Practice or Policy: Findings suggest that Mexican American children's early education and development may be enriched by family literacy programs that enhance their mothers’ English proficiency and increase the frequency of home literacy activities.  相似文献   

4.
Parental support with children's learning is considered to be one pathway through which socio‐economic factors influence child competencies. Utilising a national longitudinal sample from the Millennium Cohort Study, this study examined the relationship between home learning and parents’ socio‐economic status and their impact on young children's language/literacy and socio‐emotional competence. The findings consistently showed that, irrespective of socio‐economic status, parents engaged with various learning activities (except reading) roughly equally. The socio‐economic factors examined in this study, i.e., family income and maternal educational qualifications, were found to have a stronger effect on children's language/literacy than on social‐emotional competence. Socio‐economic disadvantage, lack of maternal educational qualifications in particular, remained powerful in influencing competencies in children aged three and at the start of primary school. For children in the first decade of this century in England, these findings have equity implications, especially as the socio‐economic gap in our society widens.  相似文献   

5.
Decades of educational research has documented an achievement gap in kindergarten reading and math achievement between African American children and their European American counterparts. Research has also shown that specific parenting practices (e.g., home literacy involvement) have the potential to narrow school readiness gaps by at least half. The current study examined whether and how maternal depression and parenting stress may influence specific parenting practices, as well as whether maternal warmth, home learning stimulation and cultural socialization mediated the relation between maternal depression, parenting stress, and children's kindergarten reading and math achievement. Path analyses revealed a direct negative effect of maternal depression and parenting stress on maternal warmth, home learning stimulation, and cultural socialization. Home learning stimulation emerged as an important mediator between maternal parenting stress and math achievement. Further, maternal warmth mediated the relation between maternal depression and reading achievement. Implications for early childhood research, practice and policy are discussed.  相似文献   

6.
Vygotsky speculated that parents play an important role in the intellectual development of their children, and that this role includes the transfer of expectations related to their children's academic achievement. Consequently, different parents can produce different contexts of academic achievement for their children. The participants were 215 Primary 5 and 6 students from four primary schools in Hong Kong, and their parents. Students were administered a test of working memory and their academic achievement was indicated by their school‐assessed mathematics and language achievement scores. Parents reported their expectations of their children's academic achievement, the extent of their home and school involvement, and their educational and income levels. Correlational and sequential regression analyses showed that different schools yielded different contexts of academic achievement. The results support the hypothesis that parents, and especially parental expectations, play an important role in children's academic achievement, and that within Hong Kong different schools can be characterised by different contexts of achievement.  相似文献   

7.
Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed more unique variance to children's reading outcomes and reading interest than did parents’ reading beliefs. Active parental involvement was the strongest component of the HLE, with parent–child engagement in reading and writing emerging as the best predictor of both the child's emerging reading skills and reading interest. With respect to reading beliefs, parents’ efficacy in supporting literacy development before their child attended school positively predicted reading competence, as did parents’ affect and verbal participation in fostering reading interest. However, verbal participation negatively predicted Singapore children's reading competence. Practice or Policy: The implications of the results were discussed.  相似文献   

8.
This study examined the relation among mothers' literacy-related beliefs, the home literacy environment, the quality of mother–child book-reading interactions, and children's development of early literacy skills. The participants of this study were 60 mothers and their 4-year-old children. After controlling for mothers' educational attainment, mothers' literacy beliefs were positively related to the quality of home literacy environments and the instructional and affective quality of joint book-reading interactions. The quality of children's home literacy environments and mother–child joint book-reading interactions was related to children's development of early literacy skills. Findings are discussed in relation to the importance of understanding the connection between parents' literacy beliefs and behaviors in designing effective literacy interventions and creating school and family literacy connections.  相似文献   

9.
Research Findings: A structural equation model (SEM) and multiple indicators and multiple causes (MIMIC) model were used to test family factors, parent psychological well-being, parent–child home activity, and parent school involvement in relation to children's school achievement. Data for this study were drawn from the Early Childhood Longitudinal Study–Kindergarten (ECLS-K), conducted by the U.S. Department of Education's National Center for Education Statistics (NCES). The sample for this study was 1,100 Asian American kindergartners and their parents. Practice or Policy: The results of this study are as follows: (a) Family factors, especially parental education levels and family income, were significantly associated with Asian American students' school achievement; (b) parent–child home activity was significantly related to students' school achievement but in a negative direction; (c) parental school involvement was not found to be significant in predicting students' school achievement; (d) parental psychological well-being was significantly associated with both parent–child home activity and students' school achievement; (e) family income was significantly associated with parental psychological well-being, parental school involvement, and children's school achievement; and (f) family structure was not significantly associated with school achievement.  相似文献   

10.
Drawing on the theory of social capital, this paper explores how difference in mothers' social networks might impact on low‐SES' children's literacy development at home. A cross‐case analysis of the influence of two low‐SES single‐mothers' social networks on their children's home literacy practices suggests that difference in mother's social capital has a disparate impact on their access to literacy resources, their home literacy engagement with their children, and their interaction/connection with school teachers and contributes to their children's differential school literacy achievement. The findings suggest that for low‐SES children to achieve school success, parents must be able to access resources that support their ability to engage in literacy activities that align with those valued in the school. Therefore, there is a need for schools and teachers to provide not only services that allow more networking opportunities but also support to understand school‐literacy practices and expectations for low‐SES families, especially single‐parents who might be more socially isolated.  相似文献   

11.
Drawing on early research on parental involvement and its effect on children's school functioning, it was hypothesized in this study that parents’ educational involvement is positively related to two indicators of school functioning: academic self‐competence and academic achievement. However, in light of research on the distinction between parents’ home‐ and school‐based educational involvement in terms of their different provisions of parents’ school‐related support, this study examined the relationship between each of these two bases and two adolescent outcomes: self‐evaluation (consisting of global self‐worth and scholastic self‐evaluation) and school‐reported academic achievement. Analyses using structural equation modeling (SEM) on data collected from 397 (187 girls) Israeli seventh‐graders (first year of junior high school) confirm the distinction between home‐ and school‐based parental involvement and their different links to adolescent outcomes. SEM analyses carried out separately for girls and boys showed positive links between home‐based parental involvement for girls and parent's volunteering for boys and global self‐worth. This analysis also showed direct negative links between school‐based parental involvement and academic achievement for boys. The discussion addresses these differences and their implication for the school experiences of young adolescents in the wake of the transition to junior high school.  相似文献   

12.
Research Findings: This study utilized a large sample (N = 750) of 2-parent families from the Early Childhood Longitudinal Study–Birth Cohort to examine the contributions of African American fathers' home literacy involvement, play activities, and caregiving at 24 months to children's reading and math achievement in preschool. After family characteristics and child characteristics were controlled for, both mother and father characteristics predicted child achievement. Mother age predicted math achievement but not reading. Furthermore, even after mother predictors were entered into the hierarchical regressions, fathers' education and home literacy involvement also significantly predicted achievement. African American fathers who engaged in more frequent shared book reading, telling stories, singing songs, and provided more children's books in their homes at 24 months had children with better reading and math scores in preschool. Practice or Policy: These findings support growing evidence that fathers contribute to child development. Implications for research on early academic achievement in ethnically diverse samples are discussed.  相似文献   

13.
This longitudinal study examined the overall and heterogeneous developmental trajectories of children's educational expectations and the effects of children’'s previous academic achievements and maternal educational expectations on these trajectories. The educational expectations of 3868 Chinese children (1839 girls; Mage = 9.42 ± 0.52) were investigated six times from the 4th to 6th grades. Children's previous academic achievement and maternal educational expectations were also collected during the first wave. The results showed that Chinese children's educational expectations generally increased in middle childhood and could be categorized into four classes: high stable-increasing, low stable-increasing, low quickly-increasing, and high quickly-decreasing. Furthermore, maternal educational expectations have the greatest influence on the initial level of children's educational expectations, whereas previous academic achievement has the greatest impact on the increasing rate of children's expectations. In addition, both factors contribute to classifying children into a high-stable increasing class in comparison to the other three classes. The findings indicate that Chinese children increase their educational expectations in middle childhood and continually adapt their expectations mainly based on their previous achievements. These findings could advance our understanding of the development of children’s educational expectations in the middle childhood period and provide educational practitioners with prospective factors to increase children’s educational expectations.  相似文献   

14.
The present study challenges the assumption that cultural capital benefits students' academic achievement regardless of their educational stages. Meta-analytic results from 105 studies published 2000–2017 indicated that nine cultural capital variables (e.g., home educational resources, maternal and paternal education, parental expectations, cultural participation, home support, school participation) benefited all students while five cultural capital variables exhibited a differentiated pattern of relationship with student achievement depending on educational stages. First, compared to students from higher grade levels, kindergarteners benefited most from parental education, parental academic emphasis, and parent-child reading. Second, compared to 1st–6th graders, 7th-12th graders benefited more from academic discussions. Third, compared to 1st–6th graders, both kindergarteners and 7th-12th graders benefited from parental school involvement. These results provide compelling evidence that while there are some forms of cultural capital that all students will benefit from, there are others whose association with students’ achievement depends on their educational stages.  相似文献   

15.
A developmental ecological model was used to identify child attributes, father characteristics, and familial factors associated with multidimensional father involvement with preschool children enrolled in Head Start. The relations between father involvement and children's school readiness were also investigated. Eighty-five African American fathers and father figures were surveyed about their involvement in child care, home-based educational and school-based educational activities. Children's school readiness competencies were evaluated via teacher report or direct assessment. Father involvement in child care and home-based educational activities were predicted by different contextual factors and child attributes. Fathers were more involved in child care activities when they lived in a child's home and when a child was highly emotional. Fathers who perceived the existence of a strong parenting alliance reported more involvement in home-based educational activities. Father involvement in child care and home-based educational activities was associated with higher levels of children's emotion regulation. Findings are consistent with a contextual, multidimensional perspective of African American fathering and hold policy implications for fatherhood initiatives in the early childhood education field. Efforts to increase father involvement may be most effective when addressing the multitude of influences on fathering behavior and focusing on father-child activities that occur outside of the preschool setting.  相似文献   

16.
The traditional discourse in the scholarship on cultural capital theory has focused on how exclusive participation in elite status culture by students from higher socioeconomic status families benefits their learning in schools, the effects of which are most evident in linguistic subject areas such as reading achievement. However, some scholars have argued that cultural capital is not restricted to elite status culture but could include parental familiarity with school evaluation standards and job market requirements, and that the effects could transcend languages to include performance domains with more objective evaluation that are susceptible to school influences (e.g. mathematics and science). The present study systematically examines this position using data involving 96,591 15‐year‐old students from 3602 schools in eight countries who participated in the Programme for International Student Assessment 2012. Results of three‐level hierarchical linear modelling showed positive relationships between seven cultural capital variables and student mathematics achievement. The cultural variables comprised: home educational resources; parental educational attainment and occupational status; parental expectations of their children's educational attainment, future career in mathematics and school; and parental valuing of mathematics. In particular, the three parental expectations variables had substantively larger effect sizes on student achievement than the other cultural capital variables. The results demonstrated that parental familiarity with school evaluation standards and future job requirements, especially as measured by parental expectations, may constitute cultural capital that privileges student mathematics achievement in schools.  相似文献   

17.
We examined the effects of home literacy (shared book reading, teaching activities, and number of books), children's task-focused behavior, and parents' beliefs and expectations about their child's reading and academic ability on kindergarten children's (N = 61) phonological sensitivity and letter knowledge and on Grade 1 word reading. The results showed that, after controlling for nonverbal IQ and vocabulary, home literacy instruction prior to kindergarten, parents' beliefs about their children's reading ability, and children's task-focused behavior were significant predictors of two or more of the dependent variables. Storybook reading did not account for unique variance in any of the dependent variables.  相似文献   

18.
This study investigated the contributions of maternal education and ethnicity to three dimensions of home‐based parental involvement in young children’s education and development: parental expectations about educational attainment, children’s activities at home and outside the home, and family routines. Controlling for family background variables such as family size and structure, household income, and neighbourhood safety, we examined these relations in a nationally representative U.S. sample of 9,864 Asian American, African American, Latino American, and European American five‐year‐old children. Multiple regression models suggested that maternal education explained small to moderate amounts of variation in parental home‐based involvement, and was more strongly associated with these outcome variables than was income. Ethnicity significantly predicted additional variation in only two outcome variables: parental educational expectations and family discussions. Maternal education plays a unique role in explaining U.S. ethnic group variations in parental involvement in young children’s education.  相似文献   

19.
Maternal support has been widely cited as an important predictor of children's adjustment following disclosure of sexual abuse. However, few studies have examined these effects longitudinally. The current study examines the relationships between a multidimensional assessment of maternal support rated by both mothers and children and children's adjustment in various domains (internalizing, externalizing, anger, depression, and posttraumatic stress disorder symptoms) concurrently and longitudinally. Participants were 118 mother-child dyads recruited from a Child Advocacy Center where children were determined through a forensic evaluation to be victims of sexual abuse. Child and mother ratings of maternal support and child adjustment were collected shortly after the forensic evaluation and at 9-month follow-up. Results were consistent with findings from past studies that maternal support is significantly related to children's post-disclosure adjustment and extends these findings longitudinally. Additionally, the study sheds light on differential relations between dimensions of maternal support (Emotional Support, Blame/Doubt, Vengeful Arousal, and Skeptical Preoccupation) and child adjustment and suggests the importance of using both child and mother ratings of maternal support in future research.  相似文献   

20.
This study examined whether children's mathematics anxiety serves as an underlying pathway between parental involvement and children's mathematics achievement. Participants included 78 low-income, ethnic minority parents and their children residing in a large urban center in the northeastern United States. Parents completed a short survey tapping several domains of parental involvement, and children were assessed on mathematics anxiety, whole number arithmetic, word problems, and algebraic reasoning. Research Findings: The results indicated that parents influence children's mathematics achievement by reducing mathematics anxiety, particularly for more difficult kinds of mathematics. Specifically, the mediation analyses demonstrated that parental home support and expectations influenced children's performance on word problems and algebraic reasoning by reducing children's mathematics anxiety. Mathematics anxiety did not mediate the relationship between home support and expectations and whole number arithmetic. Practice or Policy: Policies and programs targeting parental involvement in mathematics should focus on home-based practices that do not require technical mathematical skills. Parents should receive training, resources, and support on culturally appropriate ways to create home learning environments that foster high expectations for children's success in mathematics.  相似文献   

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