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1.
Maternal Work and Child-Care Strategies in Peri-Urban Guatemala: Nutritional Effects 总被引：3，自引：0，他引：3
Patrice L. Engle 《Child development》1991,62(5):954-965
Associations of 293 mothers' work for earnings and child-care arrangements with the anthropometric status of their children were examined in urban Guatemala. It was hypothesized that during the period of life in which growth often falters (8 through 35 months), maternal employment could be beneficial for children. Informal workers tended to be poorer, less educated, and have more undernourished children than formal workers or nonworkers. When poverty and mother's education were controlled for, no effects of maternal employment on children's anthropometric growth patterns were seen. However, the percent of the family income the mother earned was positively associated with all anthropometric indicators, controlling for confounds. Children taken care of by preteen siblings had significantly lower weight for height than those in other situations, even controlling for SES and maternal employment status. These effects were not found in a 36-48-month-old sample. 相似文献
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Influence of mother, father, and child risk on parenting and children's cognitive and social behaviors 总被引：1，自引：0，他引：1
The association among mothers', fathers', and infants' risk and cognitive and social behaviors at 24 months was examined using structual equation modeling and data on 4,200 on toddlers and their parents from the Early Childhood Longitudinal Study, Birth Cohort. There were 3 main findings. First, for cognitive outcomes, maternal risk was directly and indirectly linked to it through maternal sensitivity whereas paternal risk was only indirectly related through maternal sensitivity. Second, for social behaviors, maternal and paternal risks were indirectly linked through maternal sensitivity and father engagement. Third, maternal and paternal levels of risk were linked to maternal supportiveness whereas mothers' and children's risk were linked to paternal cognitive stimulation. Implications are that policy makers must take into account effects of mothers', children's, and fathers' risk on young children's functioning. 相似文献
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In this study, observed maternal positive engagement and perception of work–family spillover were examined as mediators of the association between maternal nonstandard work schedules and children's expressive language outcomes in 231 African American families living in rural households. Mothers reported their work schedules when their child was 24 months of age and children's expressive language development was assessed during a picture book task at 24 months and with a standardized assessment at 36 months. After controlling for family demographics, child, and maternal characteristics, maternal employment in nonstandard schedules at the 24-month timepoint was associated with lower expressive language ability among African American children concurrently and at 36 months of age. Importantly, the negative association between nonstandard schedules and children's expressive language ability at 24 months of age was mediated by maternal positive engagement and negative work–family spillover, while at 36 months of age, the association was mediated only by negative work–family spillover. These findings suggest complex links between mothers’ work environments and African American children's developmental outcomes. 相似文献
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This study was conducted to examine factors associated with children's protective service workers' decision to remove sexually abused children from the family home. The decision to remove was analyzed relative to the following six factors: (1) nature of the abuse, (2) severity of abuse, (3) frequency of abuse (4) mothers' employment status, (5) mothers' compliance with a recommended treatment plan, and (6) mothers' belief of the victim. Discriminant function analysis revealed that the discriminant function containing mothers' compliance, mothers' belief, severity of abuse, mothers' employment status, and frequency of abuse, in order of importance of contribution, was significantly related to victims' removal from the home. 相似文献
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With a sample of 139 rural, single-parent African American families with a 6- to 9-year-old child, we traced the links among family financial resource adequacy, maternal childrearing efficacy beliefs, developmental goals, parenting practices, and children's academic and psychosocial competence. A multimethod, multiinformant design was used to assess the constructs of interest. Consistent with the hypothesized paths, financial resource adequacy was linked with mothers' sense of childrearing efficacy. Efficacy beliefs were linked with parenting practices indirectly through developmental goals. Competence-promoting parenting practices were indirectly linked with children's academic and psychosocial competence through their association with children's self-regulation. 相似文献
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The effects of early maternal employment (employment during the child's first 3 years) and recent maternal employment (employment during the previous 3 years) on 189 second-grade children from low-income families were examined. Maternal employment was related to a number of selection factors. In comparison to mothers who were not employed, employed mothers scored higher on a mental aptitude test and were more highly educated. Both early and recent maternal employment were also associated with measures of the current family functioning: there was less poverty and higher HOME environment scores when mothers were employed. Hierarchical multiple regressions showed that children's math achievement was positively predicted by early maternal employment and children's reading achievement was positively predicted by recent maternal employment, even after controlling for selection effects and current family environment. These results are discussed in terms of possible mechanisms by which maternal employment may affect children's development. 相似文献
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Susan M. Meagher David H. Arnold Greta L. Doctoroff Courtney N. Baker 《Early education and development》2008,19(1):138-160
The goal of the present study was to increase understanding of the connection between maternal beliefs and behavior during shared reading and to examine the relation of these maternal beliefs to children's reading engagement. The study included survey and observational data from an ethnically diverse sample of 50 mothers and their 5- to 6-year-old children. As predicted, mothers who believed that shared reading should involve learning showed more learning-focused behaviors. Similarly, the belief that reading should be fun predicted more positive interactions. Some relationships between beliefs and behavior were moderated by gender. For girls, higher maternal expectations for children's future reading grades were associated with better scaffolding, but this pattern was not found for boys. There was a positive relationship between mothers' belief that reading should be fun and their sons' engagement. No gender differences were found in maternal expectations and beliefs or in observed maternal learning-focused behaviors or positive support. However, girls were observed to be significantly more engaged during the reading interaction. These results point to the connections between maternal beliefs and behaviors during shared reading, as well as the need to consider child gender in understanding these connections. 相似文献
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The play and language behavior of mothers with (n = 49) and without (n = 49) specific reading disabilities (RD) was investigated during play with their 14-month-old children. The contribution of maternal behavior to the language development of their children was examined. The children's receptive and expressive language skills were assessed longitudinally at 14, 18, and 30 months, using the MacArthur Communicative Development Inventories and the Reynell Developmental Language Scales. Children with and without familial risk for RD did not differ from each other in any play or language measures at these ages. No group differences were found for mothers' manifestations of nonsymbolic play and language. However, the typically reading (TR) mothers produced significantly more symbolic play and language in play interactions with their child than did the mothers with RD. The correspondence between mother-child symbolic play and maternal play-related language was also higher for the TR group than it was for the RD group. The mothers' symbolic play did not show any relation to their children's language development, but their expressions of symbolic language did show a relationship. The mothers' child-directed symbolic language contributed significantly toward the comprehension skills of 14- and 18-month-olds in the RD group. This association, however, was lower at 30 months, at which point it was reliably present for the first time in the TR group. 相似文献
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Theory and policy highlight the role of child care in preparing children for the transition into school. Approaching this issue in a different way, this study investigated whether children's care experiences before this transition promoted their mothers' school involvement after it, with the hypothesized mechanism for this link being the cultivation of children's social and academic skills. Analyses of 1,352 children (1 month-6 years) and parents in the NICHD Study of Early Child Care and Youth Development revealed that mothers were more involved at their children's schools when children had prior histories of high-quality nonparental care. This pattern, which was fairly stable across levels of maternal education and employment, was mediated by children's academic skills and home environments. 相似文献
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Physical discipline and children's adjustment: cultural normativeness as a moderator 总被引：2，自引：0，他引：2
Lansford JE Chang L Dodge KA Malone PS Oburu P Palmérus K Bacchini D Pastorelli C Bombi AS Zelli A Tapanya S Chaudhary N Deater-Deckard K Manke B Quinn N 《Child development》2005,76(6):1234-1246
Interviews were conducted with 336 mother-child dyads (children's ages ranged from 6 to 17 years; mothers' ages ranged from 20 to 59 years) in China, India, Italy, Kenya, the Philippines, and Thailand to examine whether normativeness of physical discipline moderates the link between mothers' use of physical discipline and children's adjustment. Multilevel regression analyses revealed that physical discipline was less strongly associated with adverse child outcomes in conditions of greater perceived normativeness, but physical discipline was also associated with more adverse outcomes regardless of its perceived normativeness. Countries with the lowest use of physical discipline showed the strongest association between mothers' use and children's behavior problems, but in all countries higher use of physical discipline was associated with more aggression and anxiety. 相似文献
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Parents' Reactions to Children's Negative Emotions: Relations to Children's Social Competence and Comforting Behavior 总被引：7，自引：0，他引：7
The purpose of this study was to examine the relations of mothers' and fathers' reported emotion-related practices to parents' and teachers' reports of third-to sixth-grade children's social skills, popularity, and coping, as well as the quantity and quality of children's comforting of an infant. Mothers' problem-focused reactions tended to be positively associated with children's social functioning and coping, whereas maternal minimizing reactions tended to be linked to lower levels of social competence and high levels of avoidant coping. There were few findings for fathers' reactions, although fathers reported fewer problem-focused reactions with socially competent, in contrast to less competent, daughters. Emotion-focused and problem-focused maternal reactions, as well as encouragement of the expression of emotion, were associated with boys' children's comforting behavior, although a moderate level of maternal encouragement of the expression of emotion was associated with quality of girls' comforting. 相似文献
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The Social Competence of Children Born Prematurely: Effects of Medical Complications and Parent Behaviors 总被引：1，自引：0，他引：1
Susan H. Landry M. Lynn Chapieski Mary Ann Richardson Judy Palmer Sharon Hall 《Child development》1990,61(5):1605-1616
36-month-old, full-term children (n = 21) and low-birthweight (LBW) children of high (n = 25) and low (n = 23) medical risk status were observed in interactions with mothers in teaching and social context. Child compliance, self-directed behaviors, and problem behaviors were evaluated as well as associations among aspects of children's social competence, mothers' behaviors, and context factors. Degree of medical risk was associated with impairments in children's self-directed behavior and quality of response to maternal directives. Mothers of LBW children showed a smaller proportion of behaviors that provided choices compared to mothers of full-term children. Medical complications, children's cognitive status, and mothers' interactive behaviors were significantly associated with LBW children's social competence. Results of regression analyses suggested that mothers and LBW children influence each others' behavior in ways similar to mothers and full-term children in both teaching and social contexts. 相似文献
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Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural community in the Appalachian Mountains. Children's performance on standardized measures of preliteracy skills pertaining to print concepts and alphabet knowledge was substantially lower than normative references, but their performance on tasks assessing their understanding of environmental print was similar to normative references. The preliteracy skills of children with more educated mothers were significantly better than those of children with less educated mothers. More educated mothers had higher ratings on a measure of parental beliefs about shared reading than less educated mothers had; however, maternal reports of the frequency of home literacy practices were similar for both groups. Mediation analyses indicated that mothers' beliefs about shared-reading interactions served as a mediator for the association between maternal education and children's understanding of reading conventions. Practice or Policy: Future directions for research and implications for practice are discussed. 相似文献
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Trends in family formation during the past several decades have increased children's exposure to mothers' partnership instability, defined as an entrance into or exit from a coresidential union or a dating partnership. Instability, in turn, is associated with negative outcomes for children and adolescents. This study uses data from the Fragile Families and Child Wellbeing Study to examine associations between mothers' partnership instability and children's school readiness, differences between coresidential and dating transitions, and the moderating role of child gender. Mothers' partnership transitions are negatively associated with children's verbal ability and positively associated with boys' behavioral problems at age five. In general, coresidential and dating transitions have similar effects on school readiness. The findings have important implications for our understanding of the growing gender gap in educational attainment. 相似文献
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The Relations of Maternal Practices and Characteristics to Children''s Vicarious Emotional Responsiveness 总被引：1，自引：0，他引：1
Nancy Eisenberg Richard A. Fabes Gustavo Carlo Debra Troyer Anna Lee Speer Mariss Karbon Galen Switzer 《Child development》1992,63(3):583-602
This study examined the relations of maternal vicarious emotional responding and child-rearing practices, as well as familial emotional environment, to 5-6 and 8-9-year-old children's vicarious emotional responding. There were some correspondences between mothers' and children's heart rate, facial, and self-reported reactions to a sympathy-inducing film. Maternal sympathy/perspective taking and reinforcement of sympathy/prosocial behavior, as well as negative subordinate emotion in the home, were associated with markers of girls' sympathy; mothers' personal distress (for girls), restrictiveness regarding displays of hurtful negative emotions (particularly for young girls), and negative dominant emotion in the home (for both sexes) were associated with markers of personal distress. Mothers' linking of the film character's experience to children's own experience was associated with children's responsiveness to the film, and mother's verbalizations during the film concerning her own emotional state and role taking were associated with boys' self-reported sympathy. 相似文献
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Mothers' total weekly work hours and psychological work involvement were examined in relation to children's achievement behaviors and mothers' parenting. 105 middle-class children ( M = 6 years old) and their mothers (both employed and not employed) participated in this study. Data were collected from lab observations, teacher ratings, and parent surveys. Findings of interest include. (1) for the full sample, higher weekly work hours were associated with poorer teacher ratings of children's grades, school work habits, and aspects of personality conducive to achievement: (2) within the employed sample, as mothers' weekly hours of work increased, daughters' grades were higher but sons' grades, work habits, and ego control were poorer, and (3) mothers' psychological motivation to work related to mothers' support of children's achievement and girls' stronger achievement motivation. The study findings point to the utility of including multiple measures of work involvement and children's achievement-related behaviors. 相似文献
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Mothers' and fathers' sex role orientations and employment situations were examined in connection with their involvement in child-oriented activities using a longitudinal research design. During interviews that took place within 3 months of their wedding dates, 34 couples completed questionnaires that measured their sex role attitudes, masculinity-femininity, and their skills and role preferences for performing a number of child-oriented activities. Approximately 1 year later, after the couples had become parents, they were interviewed about their employment situations and again about their child-care skills and role preferences for performing certain child-care tasks. During the 2- to 3-week period following the second interview, the couples were telephoned on 9 occasions and asked to report on the household tasks, leisure activities, and child-oriented activities they had performed during the 24-hour period that preceded each call. The findings showed that mothers' sex role attitudes before their infants' births predicted their role preferences after their babies were born, and these two factors, as well as mothers' involvement in the paid labor force, were related to the extent of their involvement in child-oriented activities. Mothers' masculinity and femininity, however, were unrelated to their parenting behavior. In contrast, fathers' work involvement was related only to the extent of their leisure activities with children. In addition, fathers' role preferences for performing child-care tasks and their perceived skill at such tasks (as measured both before and after their children's births) were related to the overall extent and the nature of their involvement in child-oriented activities. Fathers' role preferences were somewhat stable from before to after children's births, and fathers' preferences before their children were born predicted the mothers' preferences afterward. Neither fathers' sex-role attitudes nor their masculinity or femininity, however, predicted their activities with infants. 相似文献