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Mother-Child Play: Sequential Interactions and the Relation between Maternal Beliefs and Behaviors 总被引：1，自引：1，他引：1
Amy Melstein Damast Catherine S. Tamis-LeMonda Marc H. Bornstein 《Child development》1996,67(4):1752-1766
This investigation of mother and toddler play had 2 goals. The primary goal was to examine the types of play mothers introduce in direct response to their toddlers' play. A secondary and exploratory goal was to examine the relation between maternal knowledge about child play and actual maternal play behaviors. 50 mothers and their 21-month-old toddlers were observed at home during free play. Mother and child exploratory, nonsymbolic, and symbolic play were coded. Sequential analyses revealed that mothers adjusted their play to their children's play level by responding to their children with play that was either at the same level or at a higher level than their children's play. Furthermore, mothers who were more knowledgeable about early play development more often responded to their children's play by introducing higher level play. These findings suggest that mothers tend to play with their toddlers in ways that might promote their child's development, and that mothers with more knowledge about play development provide their children with appropriately challenging play interactions. 相似文献
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Fathers and mothers at play with their 2- and 3-year-olds: contributions to language and cognitive development 总被引：10，自引：0，他引：10
Father-child and mother-child engagements were examined longitudinally in relation to children's language and cognitive development at 24 and 36 months. The study involved a racially/ethnically diverse sample of low-income, resident fathers (and their partners) from the National Early Head Start evaluation study (n=290). Father-child and mother-child engagements were videotaped for 10 min at home during semistructured free play, and children's language and cognitive status were assessed at both ages. Fathers' and mothers' supportive parenting independently predicted children's outcomes after covarying significant demographic factors. Moreover, fathers' education and income were uniquely associated with child measures, and fathers' education consistently predicted the quality of mother-child engagements. Findings suggest direct and indirect effects of fathering on child development. 相似文献
3.
Roberta Michnick Golinkoff Erika Hoff Meredith L. Rowe Catherine S. Tamis-LeMonda Kathy Hirsh-Pasek 《Child development》2019,90(3):985-992
Sperry, Sperry, and Miller (2018) aim to debunk what is called the 30-million-word gap by claiming that children from lower income households hear more speech than Hart and Risley (1995) reported. We address why the 30-million-word gap should not be abandoned, and the importance of retaining focus on the vital ingredient to language learning—quality speech directed to children rather than overheard speech, the focus of Sperry et al.'s argument. Three issues are addressed: Whether there is a language gap; the characteristics of speech that promote language development; and the importance of language in school achievement. There are serious risks to claims that low-income children, on average, hear sufficient, high-quality language relative to peers from higher income homes. 相似文献
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Activities of primiparous mothers and infants were observed at 2 and 5 months of age during naturalistic interactions at home. 5 prominent features of mother and infant exchanges in this short-term longitudinal study are described and discussed in the context of 3 models of unique environment-development relations: covariation, stability, continuity, correspondence, and prediction. Generally, mothers' activities did not positively covary at either age, nor did those of infants. Some maternal activities were stable in this time period; some developmentally increased, and some developmentally decreased. Infants' activities were unstable, but most increased over time. Specific mother and infant activities corresponded, and over time mothers and infants influenced one another in specific ways. In the critical period of the first half year, infants appear to be flexible and plastic in their behavioral repertoires and are influenced by their mothers; mothers are somewhat consistent, but they also adapt to the behaviors of their infants. 相似文献
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Fatherhood in the twenty-first century 总被引：11，自引：0，他引：11
The twentieth century has been characterized by four important social trends that have fundamentally changed the social cultural context in which children develop: women's increased labor force participation, increased absence of nonresidential fathers in the lives of their children, increased involvement of fathers in intact families, and increased cultural diversity in the U.S.. In this essay, we discuss how these trends are changing the nature of father involvement and family life, and in turn affecting children's and fathers' developmental trajectories. We end with an eye toward the twenty-first century by examining how the children of today will construct their expectations about the roles of fathers and mothers as they become the parents of tomorrow. This life-span approach to fatherhood considers the broader sociohistorical context in which fatherhood develops, and emphasizes the urgent need to consider mothers, fathers, and family structure in future research as we seek to understand and model the effects of parenting on children's development. 相似文献
7.
Family resources and parenting quality: links to children's cognitive development across the first 3 years 总被引：1，自引：0，他引：1
Reciprocal associations among measures of family resources, parenting quality, and child cognitive performance were investigated in an ethnically diverse, low-income sample of 2,089 children and families. Family resources and parenting quality uniquely contributed to children's cognitive performance at 14, 24, and 36 months, and parenting quality mediated the effects of family resources on children's performance at all ages. Parenting quality continued to relate to children's cognitive performance at 24 and 36 months after controlling for earlier measures of parenting quality, family resources, and child performance. Similarly, children's early cognitive performance related to later parenting quality above other measures in the model. Findings merge economic and developmental theories by highlighting reciprocal influences among children's performance, parenting, and family resources over time. 相似文献
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Mother-child bookreading in low-income families: correlates and outcomes during the first three years of life 总被引：1，自引：0，他引：1
Raikes H Pan BA Luze G Tamis-LeMonda CS Brooks-Gunn J Constantine J Tarullo LB Raikes HA Rodriguez ET 《Child development》2006,77(4):924-953
About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary. 相似文献
10.
Lana B. Karasik Karen E. Adolph Sara N. Fernandes Scott R. Robinson Catherine S. Tamis-LeMonda 《Child development》2023,94(4):1049-1067
In Tajikistan, infants are bound supine in a “gahvora” cradle that severely restricts movement. Does cradling affect motor development and body growth? In three studies (2013–2018), we investigated associations between time in the gahvora (within days and across age) and motor skills and flattened head dimensions in 8–24-month-old Tajik infants (N = 269, 133 girls, 136 boys)) and 4.3–5.1-year-old children (N = 91, 53 girls, 38 boys). Infants had later motor onset ages relative to World Health Organization standards and pronounced brachycephaly; cradling predicted walk onset age and the proficiency of sitting, crawling, and walking. By 4–5 years, children's motor skills were comparable with US norms. Cultural differences in early experiences offer a unique lens onto developmental processes and equifinality in development. 相似文献