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1.
Research Findings: The current study examines the relations between Chinese preschoolers’ social-emotional competence and their preacademic skills, as well as the role of child gender and parental education in such relations. A total of 154 children from the northeastern region of China were involved in the study. Both parents and head teachers of the target children completed measures of children’s social-emotional competence and preacademic skills. Multiple aspects of social-emotional competence were investigated. The results showed that children’s withdrawn behaviors and attention problems were negatively related to their preacademic skills. Both parent- and teacher-reported positive social behaviors were positively related to children’s preacademic skills. In addition, child gender and parental education together moderated the effects of children’s anxious/depressed problems and parent-reported social behaviors on children’s preacademic skills. Practice or Policy: Teacher training and support are needed to help preschool teachers (a) better support children who are socially withdrawn or have difficulty regulating attention and (b) understand the construct and importance of social-emotional development in relation to children’s preacademic development . In addition, child characteristics such as age and gender and socioeconomic factors need to be taken into consideration in the study of young children’s social-emotional and cognitive competence.  相似文献   

2.
Research Findings: This study examined how parenting styles and child social-emotional functioning may help explain the indirect relations between Chinese parents’ expectations for their preschool-age children’s social-emotional development and their children’s preacademic skills. A total of 154 parents with preschool-age children were recruited from 7 preschools located in northeastern China. The results showed that when parents expected their child to master social-emotional skills at a younger age or when they placed more value on social-emotional skills, they were more likely to adopt authoritative parenting, their children had better social competence, and finally their children showed better preacademic skills. The findings not only provided support for the interconnections between Chinese young children’s social-emotional functioning and preacademic skills but also revealed parenting styles and child social competence as potential pathways through which parents’ social-emotional expectations relate to children’s preacademic skills. Practice or Policy: The findings can be used to facilitate parent education efforts to help contemporary Chinese parents reflect on and even adjust their developmental expectations for young children. Parental expectations can also be an important element to consider in prevention and intervention programs that are designed to improve young children’s social-emotional and preacademic skills.  相似文献   

3.
Data from the Head Start Impact Study (N = 3,185, age = 3–4 years) were used to determine whether 1 year of Head Start differentially benefited children from homes with high, middle, and low levels of parental preacademic stimulation on three academic outcome domains—early math, early literacy, and receptive vocabulary. Results from residualized growth models showed positive impacts of random assignment to Head Start on all three outcomes, and positive associations between parental preacademic stimulation and academic performance. Two moderated effects were also found. Head start boosted early math skills the most for children receiving low parental preacademic stimulation. Effects of Head Start on early literacy skills were largest for children receiving moderate levels of parental preacademic stimulation. Implications for Head Start are discussed.  相似文献   

4.
Data from the Early Childhood Longitudinal Study, Kindergarten Cohort were used to examine the extent to which early parenting predicted African American children's kindergarten social–emotional functioning. Teachers rated children's classroom social–emotional functioning in four areas (i.e., approaches to learning, self‐control, interpersonal skills, and externalizing behaviors). Mothers completed self‐report questionnaires assessing their home‐based parenting practices (i.e., warmth and home learning stimulation). Hierarchical regression analyses revealed that mothers who engaged in more frequent home learning stimulation (e.g., shared book reading) had children with more positive teacher ratings of approaches to learning, self‐control, interpersonal skills, and fewer externalizing behaviors. Notably, demographic characteristics also contributed to children's social–emotional functioning. Specifically, African American girls from more affluent, two‐parent homes with highly educated mothers had the most positive ratings of classroom social–emotional functioning across all four dimensions.  相似文献   

5.
Research Findings: Data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, were used to examine the relation between parenting, sociodemographic characteristics, and school readiness among (N = 1,136) African American boys in kindergarten. Parenting was defined as parenting style (i.e., warmth and control), home learning stimulation, and culturally relevant parenting. Two child outcomes previously linked to school readiness were examined: kindergarten reading and approaches to learning. Hierarchical regression analyses were performed to address 2 research questions. First, does parenting predict kindergarten reading above and beyond the contribution of sociodemographic characteristics? Second, does parenting predict kindergarten approaches to learning above and beyond the contribution of sociodemographic characteristics? Practice or Policy: Children with parents who set consistent bedtimes, provided more books in their homes, and read to them more frequently had better kindergarten reading scores after socioeconomic status, environmental safety, and maternal education were controlled. Similarly, children with parents who provided more books in their home and read to their children more frequently had more positive teacher-rated approaches to learning scores in kindergarten. Implications for future research are discussed.  相似文献   

6.
Objective. African American children exposed to multiple social risk factors during early childhood often experience academic difficulties, so identification of protective factors is important. Design. Academic and school behavior trajectories from kindergarten through third grade were studied among 75 African American children who have been followed prospectively since infancy to test hypothesized protective factors: quality of home and child care environments during early childhood, child language and social skills at entry to kindergarten, and school characteristics. Results. Children exposed to multiple risks in early childhood showed lower levels of academic and social-emotional skills from kindergarten through third grade. Parenting mediated the association with risk. Children's language skills, parenting, and child care quality serve as protective factors in acquisition of mathematics skills and reduction in problem behaviors during the first 4 years of primary school for African American children facing multiple risks. Attending a school with a higher proportion of children from low-income families might predict increasing numbers of problem behaviors over time. Conclusions. Exposure to social risk in early childhood negatively predicted academic achievement and adjustment during early elementary school for African American children, in part through associations between exposure to social risk and less responsive and stimulating parenting. Furthermore, the negative associations between risk and academic outcomes were substantially weaker when children had more responsive and sensitive parents or child care providers or entered school with stronger language skills.  相似文献   

7.
Parenting is a multidimensional construct that includes practices, attitudes, and emotional capacity. The aims of the study were to examine variation within parenting through a person-centered approach and the extent to which child and family characteristics were associated with profiles of parenting as well as the link between parenting profiles and children’s preacademic skills, language, and behavior outcomes in preschool. This study used data from low-income, ethnically diverse, preschool-aged children (n = 740) and their parents (n = 713) who were participants in a network of high-quality early care and education programs across the United States. Latent profile analyses uncovered four parenting profiles: (1) low enrichment, conflict-oriented, and distressed parent; (2) average enrichment, conflict-oriented, and distressed parent; (3) low to average enrichment, emotionally close, and low distressed parent; and (4) high enrichment, emotionally close, and low distressed parent. Child (age, minority status) and parent (family structure, home language, maternal age, level of education, school/training status, and depressive symptomatology) characteristics were predictive of being in a particular parenting group. Further, parenting profiles were predictive of children’s preschool outcomes. Implications for intervention and programming are discussed.  相似文献   

8.
Objective. The present study examines cognitive and emotional problems in mothers being released from incarceration. Design. Participants were 98 mothers who were about to be released or had just been released from incarceration, and 63 comparison mothers from disadvantaged areas with low socioeconomic status, both with young children. Mothers provided self-report data on parenting behaviors, cognitive distortions, depressive symptoms, and socioeconomic difficulties. Results. Mothers being released from incarceration reported less optimal parenting behaviors (i.e., less involvement and poorer monitoring) and higher levels of cognitive distortions and depressive symptoms than comparison mothers. Cognitive distortions and depressive symptoms were related to less optimal reported parenting behaviors. Conclusions. Cognitive distortions, depressive symptoms, and less optimal reported parenting behaviors may be factors in incarcerated and formerly incarcerated mothers, which might put their children at risk, beyond risks associated with low socioeconomic status.  相似文献   

9.
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   

10.
Research on children’s television suggests that preschool programs can facilitate literacy and language development. In 1998 Whitehurst and Lonigan described two interdependent sets of skills involved in literacy acquisition: ‘outside‐in’ or oral language skills and ‘inside‐out’ or code‐related skills. Outside‐in skills support children’s interpretation or understanding of print by placing written language into context through oral language. Inside‐out skills focus on those skills involved in the translation of print into sounds and sounds into print. This study describes the production techniques of Between the Lions that contributed to preschooler’s observed behaviors from the outside‐in and the inside‐out.  相似文献   

11.
The significance of family influences for children’s development is beyond dispute. Social disparities in stimulation provided by families and their influence on cognitive competencies have frequently been pointed out. However, little notice has been attracted to the variety of everyday family activities and their importance for children’s behavioral and competence development. Focusing on 6 to 8 years old children (n?=?1,377), this paper investigates firstly which factors affect mothers’ education-oriented and outdoor activities with their child, children’s involvement in household chores and aspects of parenting. Secondly, we analyze how these different types of activities as well as the parenting climate relate to children’s problem behavior, prosocial behavior, and everyday language skills. Cross-sectional regression analyses point to advantages of high maternal education and child-centered parenting. High maternal educational resources facilitate a focus on education-oriented activities, while outdoor activities and children’s involvement in household chores stand back. In addition to child-centered parenting, features of everyday family activities prove relevant for children’s behavioral and competence development.  相似文献   

12.
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   

13.
Research Findings: There is growing evidence that home learning stimulation that includes informal numeracy experiences can promote math-related learning in school. Furthermore, national studies suggest that children who start kindergarten with stronger math skills are more likely to succeed in high school. This study used a large sample of African American boys to examine family, neighborhood, and demographic predictors of math achievement at kindergarten entry. Hierarchical regression analyses revealed that mothers who engaged in more frequent home learning stimulation that included informal numeracy experiences (e.g., playing counting games) had sons who entered kindergarten with more advanced math skills. In addition, older, more educated mothers with fewer children living in their homes had sons with more advanced math skills at kindergarten entry. Practice or Policy: Findings suggest that home-based parent involvement that helps children make sense of numbers in ways that are meaningful for them can promote math skills at kindergarten entry.  相似文献   

14.
To evaluate the accuracy of SEARCH as a screen for identifying children at risk for developing learning problems, 1107 kindergarten children were evaluated with SEARCH and 284 (26 percent) were classified as at risk. At-risk children were of average intelligence and SEARCH scores were significantly correlated with sequential and simultaneous information processing skills. Children whose group preacademic achievement scores were at or below the third stanine at the end of kindergarten were classified as having inadequate skills for learning how to read; those scoring above the third stanine formed the adequate skills group. Using this criterion, SEARCH predicted children who had adequate or inadequate preacademic reading skills with 77 percent accuracy. However, approximately half of the children identified as at risk by SEARCH performed adequately. A reading test was individually administered to a group of at-risk children at the end of first (N=49) and second (N=35) grade. Of those children identified at risk by SEARCH at kindergarten, 39 percent at first grade and 66 percent at second grade performed at grade level. Fewer children from the upper SES were identified by SEARCH as being at risk.  相似文献   

15.
Parenting and children's temperament are important influences on language development. However, temperament may reflect prior parenting, and parenting effects may reflect genes common to parents and children. In 561 U.S. adoptees (57% male) and their birth and rearing parents (70% and 92% White, 13% and 4% African American, and 7% and 2% Latinx, respectively), this study demonstrated how genetic propensity for temperament affects language development, and how this relates to parenting. Genetic propensity for negative emotionality inversely predicted language at 27 months (β = −.15) and evoked greater maternal warmth (β = .12), whereas propensity for surgency positively predicted language at 4.5 years (β = .20), especially when warmth was low. Parental warmth (β = .15) and sensitivity (β = .19) further contributed to language development, controlling for common gene effects.  相似文献   

16.
Research Findings: We examined relations among preschoolers' behavioral regulation, gender, and school readiness outcomes in preacademic and classroom skills using a sample of South Korean preschoolers aged 3–5 (N = 229). Behavioral regulation was assessed using a direct measure, the Head–Toes–Knees–Shoulders task, which requires children to switch rules by responding in the opposite way to 4 different oral commands. Results demonstrated nonsignificant gender differences in behavioral regulation and academic skills but significant gender differences in classroom work-related skills and social skills, with higher scores for girls. Multilevel path modeling revealed that behavioral regulation predicted none of the preacademic skills and classroom behaviors after child age, gender, verbal intelligence, maternal education, and classroom nesting were controlled. However, there was an interaction effect of behavioral regulation and gender for early reading; the contribution of behavioral regulation to early reading was positive and stronger for boys. Practice or Policy: These results suggest that behavioral regulation is not an overall strong predictor of school readiness in South Korean children. Early educators need to support the development of behavioral regulation skills, especially for boys, as these skills may work as an important path to school readiness when children lack other classroom social strategies and resources.  相似文献   

17.
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   

18.
Research Findings: The present study investigated the social and cognitive precursors of vocabulary knowledge in 239 Turkish preschoolers both concurrently (Time 1 [T1] Mage = 53.29 months, SD = 10.19) and subsequently 1 year later (Time 2 [T2] Mage = 65.40 months, SD = 10.55). We examined the role of parenting behaviors by focusing on emotional and stimulation aspects of parenting (maternal warmth and inductive reasoning) and children’s inhibitory control skills in vocabulary comprehension. The results showed that T1 maternal warmth was linked with neither concurrent nor subsequent vocabulary knowledge, whereas T1 maternal inductive reasoning predicted vocabulary knowledge 1 year later. On the other hand, T1 inhibitory control predicted vocabulary knowledge at both time points, even when the child’s age and SES were controlled. T1 vocabulary knowledge mediated the links from T1 inhibitory control and SES to T2 vocabulary knowledge. The findings highlighted that parenting, children’s regulation skills, and broader contextual variables (SES) are all involved in the development of children’s vocabulary knowledge. Practice or Policy: The findings provided a nuanced understanding of the relation between aspects of parenting and vocabulary knowledge by showing that not maternal warmth but inductive reasoning is crucial for enhancing word comprehension of preschoolers.  相似文献   

19.
Patterns of development in language and play for full term and preterm children from 6 to 54 months and the effects of maternal parenting strategies (i.e., maintaining attentional focus, use of directiveness) were examined. Significant risk differences in the growth of both language and play were found. The high risk children were more likely to show delays in both these skills. Maintaining had a positive influence on children's skills, while directiveness had a largely negative influence, especially at older ages. The relation between growth in play and language was stronger for the high risk, preterm, when compared to the low risk and full term, children, but only during the infancy and toddler period. Given that play and language development is more likely to be delayed for preterm, high-risk children and the relation between the development of these skills is stronger for high risk preterm children, particularly early, it would be important to provide the parents and educators with information about play and language development. For example, communicating the need to be consistent in using some interactive behaviors (e.g., maintaining) as children develop while modifying other behaviors (e.g., directiveness) would be essential.  相似文献   

20.
Research Findings: The contribution of 3 executive function skills (shifting, inhibitory control, and working memory) and their relation to early mathematical skills was investigated with preschoolers attending 6 Head Start centers. Ninety-two children ranging in age from 3 years, 1 month, to 4 years, 11 months, who were native English or Spanish speakers were assessed for these executive function skills as well as their receptive vocabulary skills and early mathematical abilities using the Child Math Assessment (Starkey, Klein, & Wakeley, 2004), which captures an array of skills across 4 domains. Hierarchal regression analyses revealed that inhibitory control and working memory made unique contributions to children’s early mathematical abilities in the domains of numeracy, arithmetic, spatial/geometric reasoning, and patterning/logical relations after we controlled for age, receptive vocabulary, and previous Head Start experience. Furthermore, receptive vocabulary also accounted for significant variance in children’s early mathematical abilities above and beyond executive function skills. No group differences emerged between English-only and dual language learners on the fit of the regression models. Practice or Policy: These findings extend previous research highlighting the interface of executive function skills and mathematical learning in early childhood with further evidence to support this relationship beyond early numeracy and counting using a broad measure of critical early math skills. In addition, the intricate role of language in the development of early mathematical competence is considered. Implications of these findings for scaffolding executive function skills and vocabulary within prekindergarten math curricula are discussed, with particular consideration for children from low socioeconomic backgrounds.  相似文献   

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