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Maternal intrusiveness, maternal warmth, and mother-toddler relationship outcomes: variations across low-income ethnic and acculturation groups 总被引：1，自引：0，他引：1
Ispa JM Fine MA Halgunseth LC Harper S Robinson J Boyce L Brooks-Gunn J Brady-Smith C 《Child development》2004,75(6):1613-1631
The present study investigated the extent to which maternal intrusiveness and warmth during play, observed in 579 European American, 412 African American, and 110 more and 131 less acculturated Mexican American low-income families when children were approximately 15 months old, predicted 3 dimensions of the mother-toddler relationship 10 months later. Intrusiveness predicted increases in later child negativity in all 4 groups. Among African Americans only, this association was moderated by maternal warmth. Intrusiveness predicted negative change in child engagement with mothers only in European American families. Finally, near-significant trends suggested that intrusiveness predicted later decreased dyadic mutuality in European American and more acculturated Mexican American families, but not in African American or less acculturated Mexican American families. 相似文献
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This study tested the hypothesis that curriculum type (Montessori and constructivist) moderates the impact of temperament (specifically activity level and attention-span/persistence) on the classroom behavior of 3- to 5-year-old children. Mothers enrolled in Montessori and constructivist preschools filled out the Colorado Childhood Temperament Inventory. The children's teachers filled out the Preschool Behavior Questionnaire and the Preschool Adjustment Questionnaire. A near-significant trend suggested that temperamentally active boys were more likely to be perceived by their teachers as having behavior problems if they were enrolled in Montessori programs than if they were enrolled in constructivist programs. There was no such trend for girls. There was no evidence that temperamental attention-span persistence moderated the impact of curriculum type on either boys' or girls' behavior. The findings thus give modest support to the notion that parents should be advised to select constructivist early childhood programs especially for boys who are temperamentally predisposed to be highly modifying their teaching practices to better accommodate the needs of these children active. In addition, directors and teachers in Montessori programs may consider modifying their teaching practices to better accommodate the needs of these children. 相似文献
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Sweat lactate reflects eccrine gland metabolism. However, the metabolic tendencies of eccrine glands in a hot versus thermoneutral environment are not well understood. Sixteen male volunteers completed a maximal cycling trial and two 60-min cycling trials [30°C?=?30±1°C and 18°C?=?18±1°C wet bulb globe temperature (WBGT)]. The participants were requested to maintain a cadence of 60 rev?·?min?1 with the intensity individualized at ～ 90% of the ventilatory threshold. Sweat samples at 10, 20, 30, 40, 50 and 60?min were analysed for lactate concentration. Sweat rate at 30°C (1380±325?ml?·?h?1) was significantly greater (P<0.05) than at 18°C (632±311?ml?·?h?1). Sweat lactate concentration was significantly greater (P<0.05) at each time point during the 18°C trial, with values between trials tending to converge across time. During the 30°C trial, both heart rate (20, 30, 40, 50 and 60?min) and rectal temperature (30, 40, 50 and 60?min) were significantly higher than in the 18°C trial. Higher sweat lactate concentrations coupled with lower sweat rates may indicate a greater relative contribution of oxygen-independent metabolism within eccrine glands during exercise at 18°C. Decreases in sweat lactate concentration across time suggest either greater dilution due to greater sweat volume or increased reliance on aerobic metabolism within eccrine glands. The convergence of lactate concentrations between trials may indicate that time-dependent modifications in sweat gland metabolism occur at different rates contingent partially on environmental conditions. 相似文献
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Correlates and Consequences of Spanking and Verbal Punishment for Low-Income White, African American, and Mexican American Toddlers 总被引：1，自引：0，他引：1
Lisa J. Berlin Jean M. Ispa Mark A. Fine Patrick S. Malone Jeanne Brooks-Gunn Christy Brady-Smith Catherine Ayoub Yu Bai 《Child development》2009,80(5):1403-1420
This study examined the prevalence, predictors, and outcomes of spanking and verbal punishment in 2,573 low-income White, African American, and Mexican American toddlers at ages 1, 2, and 3. Both spanking and verbal punishment varied by maternal race/ethnicity. Child fussiness at age 1 predicted spanking and verbal punishment at all 3 ages. Cross-lagged path analyses indicated that spanking (but not verbal punishment) at age 1 predicted child aggressive behavior problems at age 2 and lower Bayley mental development scores at age 3. Neither child aggressive behavior problems nor Bayley scores predicted later spanking or verbal punishment. In some instances, maternal race/ethnicity and/or emotional responsiveness moderated the effects of spanking and verbal punishment on child outcomes. 相似文献
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Using social information processing and cultural change models as explanatory frameworks, this article reviews the literature on Latino parental control and its implications for child development. It is argued that the use of parental control in Latino families may have motivational roots in cultural childrearing goals such as familismo (familism), respeto (respect), and educación (moral education). Consideration of these underpinnings, in conjunction with psychological and methodological issues, helps to explain variability in the use of Latino parental control and its effect on child development. Recommendations for future research include refinement of control and acculturation instruments, and attention to both contextual and individual variables. 相似文献
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Yiting Chang Mark A. Fine Jean Ispa Kathy R. Thornburg Elizabeth Sharp Miriam Wolfenstein 《Early education and development》2004,15(3):265-282
The purpose of this study was to test a theoretical model that examined the extent to which cognitive readiness to parent, perceived difficult child temperament, observed parenting behaviors, and positive coping styles predicted parenting stress among young, low-income, first-time, African-American mothers. One hundred and twenty African-American, first-time mothers who applied to the Early Head Start program were selected to participate in this study. Results based on structural equation modeling indicated that: (1) observed positive parenting behaviors were negatively related to parenting stress; (2) difficult child temperament was positively related to parenting stress; (3) positive coping styles did not buffer the relationship between difficult child temperament and parenting stress; (4) difficult child temperament was not directly associated with observed parenting behaviors; (5) cognitive readiness to parent was only indirectly related to parenting stress; and (6) observed parenting behaviors mediated the link between cognitive readiness to parent and parenting stress. Future research directions and implications of these findings for professionals working with young mothers are discussed. 相似文献
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Claire D. Vallotton Julia Torquati Jean Ispa Rachel Chazan-Cohen Jennifer Henk Maria Fusaro 《Early education and development》2016,27(2):275-302
ABSTRACTResearch Findings: Adults’ attitudes about attachment relationships are central to how they perceive and respond to children. However, little is known about how attachment styles are related to teachers’ attitudes toward and interactions with infants and toddlers. From a survey of 207 students taking early childhood (EC) courses at 4 U.S. universities, we report relations among students’ attachment styles and their (a) career goals, (b) attitudes about caring for and educating infants and young children, and (c) interaction skills for responding in developmentally supportive ways. Overall, attachment security was positively associated with career goals focused on working with younger children, knowledge about infant/toddler development, attitudes that acknowledge the importance of adult support in children’s development, and developmentally supportive interaction skills. Students who scored high on attachment fearfulness minimized the importance of adults in children’s lives, minimized the importance of the early years for later learning, and endorsed strict and controlling forms of child guidance. Practice or Policy: A conceptual mediation model linking a path from attachment to caregiving skill through knowledge and attitudes is articulated. We propose a person-centered pedagogy for infant/toddler professional preparation that provides opportunities for reflection on one’s own attachment and its effects on work with young children. 相似文献
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