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1.
Extensive exposure to nonparental child care during the first 4.5 years of life has been demonstrated in some American studies to negatively affect children's socioemotional functioning. Data from 935 preschool children who averaged 54.9 (SD = 3.0) months of age, from Trondheim, Norway were used to examine whether such negative effects, would emerge in Norway, a country with a different child‐care system. The children's externalizing problems and social competence were unrelated to their child‐care experience. More time spent in child care during the first 4.5 years of life and experiencing peer groups of < 16 or > 18 children predicted greater caregiver–child conflict. The effect sizes were small. The results are discussed in terms of cross‐national child‐care differences.  相似文献   

2.
This study explores children's early academic and self-regulatory skills as potential pathways through which a preschool enrichment program—the Chicago School Readiness Project (CSRP)—may contribute to low-income children's long-term outcomes (N = 466; Mage at baseline = 4.10 years). We find that CSRP's impact on high school grades may be partially explained by early gains in vocabulary and math skills. Although impacts on high school executive function (EF) were more equivocal, our results suggest that early improvements in math skills attributable to the intervention may, in turn, predict long-term gains in EF skills. These results complement the existing literature on preschool fade out, while also shedding light on the cross-domain relations between academic and self-regulatory skills.  相似文献   

3.
Research Findings: The current project examined the unique and interactive relations of child effortful control and teacher–child relationships to low-income preschoolers' socioemotional adjustment. One hundred and forty Head Start children (77 boys and 63 girls), their parents, lead teachers, and teacher assistants participated in this study. Parents provided information on child effortful control, whereas lead teachers provided information on their relationships with students. Teacher assistants provided information on children's socioemotional adjustment (emotional symptoms, peer problems, conduct problems, prosocial behaviors) in the preschool classroom. Both teacher–child closeness and conflict were significantly related to low-income preschoolers' socioemotional adjustment (i.e., emotional symptoms, peer problems, conduct problems, and prosocial behaviors) in expected directions. In addition, teacher–child conflict was significantly associated with emotional symptoms and peer problems among children with low effortful control; however, teacher–child conflict was not significantly associated with socioemotional difficulties among children with high effortful control. Teacher–child closeness, on the other hand, was associated with fewer socioemotional difficulties regardless of children's level of effortful control. Practice or Policy: Results are discussed in terms of (a) the utility of intervention efforts focusing on promoting positive teacher–child interactions and enhancing child self-regulatory abilities and (b) the implications for children's socioemotional adjustment.  相似文献   

4.
This study investigated Mexican immigrant parents’ reports of perceived workplace discrimination and their children's behavior, parents’ moods, and parent–child interactions. Parents of one hundred and thirty‐eight 3‐ to 5‐year‐old children were asked to complete one survey daily for 2 weeks (N = 1,592 days). On days when fathers perceived discrimination, fathers and mothers reported more externalizing child behaviors, and mothers reported fewer positive child behaviors. When mothers perceived discrimination, they reported more externalizing child behaviors; fathers reported more internalizing child behaviors. Parents reported worse mood on days with perceived discrimination. Perceived discrimination was not strongly related to parent–child interactions. For fathers, but less so for mothers, those whose psychological acculturation indicated separation had more negative relations between daily perceived workplace discrimination and child and family outcomes.  相似文献   

5.
This study examined how peer relationships (i.e., sociometric and perceived popularity) and teacher–child relationships (i.e., support and conflict) impact one another throughout late childhood. The sample included 586 children (46% boys), followed annually from Grades 4 to 6 (Mage.wave1 = 9.26 years). Autoregressive cross‐lagged modeling was applied. Results stress the importance of peer relationships in shaping teacher–child relationships and vice versa. Higher sociometric popularity predicted more teacher–child support, which in turn predicted higher sociometric popularity, beyond changes in children's prosocial behavior. Higher perceived popularity predicted more teacher–child conflict (driven by children's aggressive behavior), which, in turn and in itself, predicted higher perceived popularity. The influence of the “invisible hand” of both teachers and peers in classrooms has been made visible.  相似文献   

6.
Findings are presented on a study of 40 gay father families created through surrogacy and a comparison group of 55 lesbian mother families created through donor insemination with a child aged 3–9 years. Standardized interview, observational and questionnaire measures of stigmatization, quality of parent–child relationships, and children's adjustment were administered to parents, children, and teachers. Children in both family types showed high levels of adjustment with lower levels of children's internalizing problems reported by gay fathers. Irrespective of family type, children whose parents perceived greater stigmatization and children who experienced higher levels of negative parenting showed higher levels of parent‐reported externalizing problems. The findings contribute to theoretical understanding of the role of family structure and family processes in child adjustment.  相似文献   

7.
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8.
Children's exposure to book reading is thought to be an influential input into positive cognitive development. Yet there is little empirical research identifying whether it is reading time per se, or other factors associated with families who read, such as parental education or children's reading skill, that improves children's achievement. Using data on 4,239 children ages 0–13 of the female respondents of the 1979 National Longitudinal Survey of Youth, this study applies two different methodologies to identify the causal impact of mother–child reading time on children's achievement scores by controlling for several confounding child and family characteristics. The results show that a 1 SD increase in mother–child reading time increases children's reading achievement by 0.80 SDs.  相似文献   

9.
Social contexts shape the development of attention; however, little is known about joint attention beyond infancy. This study employed behavioral and eye-tracking measurements to investigate cultural variations in how caregivers direct 3- to 4-year-old children's attention and subsequent changes in children's attention to objects and contextual backgrounds in the United States (predominantly non-Hispanic Whites) and Japan (N = 60 mother-child dyads, 29 girls, 31 boys). The findings revealed that caregivers directed children's attention to culturally sensitive information, and significant cross-cultural differences in attention emerged after caregiver–child interaction, with Japanese children shifting their attention to the backgrounds. Results provide new insights into the role of social interaction and cultural diversity in the development of attention.  相似文献   

10.
There is little empirical understanding of how young children's screen engagement links to their well-being. Data from 19,957 telephone interviews with parents of 2- to 5-year-olds assessed their children's digital screen use and psychological well-being in terms of caregiver attachment, resilience, curiosity, and positive affect in the past month. Evidence did not support implementing limits (< 1 or < 2 hr/day) as recommended by the American Academy of Pediatrics, once variability in child ethnicity, age, gender, household income, and caregiver educational attainment were considered. Yet, small parabolic functions linked screen time to attachment and positive affect. Results suggest a critical cost–benefit analysis is needed to determine whether setting firm limits constitutes a judicious use of caregiver and professional resources.  相似文献   

11.
This paper describes the origins of parenting stress, defined both as tensions in the parent–child relationship and as broader changes in five family domains as men and women make the transition from couple to family life. Despite significant change in their average level of functioning, parents show continuity in their level of adaptation from pregnancy through the first five years of parenthood. Parenting stress emerges from the context of parents' individual and marital adaptation before the child is born. It is possible to identify expectant parents who are at risk for later parenting stress and lower well-being across employment and family domains. Path analyses show that men's and women's prior well-being and their involvement in paid work during pregnancy are associated with higher parenting stress—and lower self-esteem, marital satisfaction, family work satisfaction, and job satisfaction—two years later when their babies are 18months old. Stress in the parent–child relationship at 18 months postpartum compounds preexisting stress in other family domains to reduce well-being in other aspects of family life. Links among parenting stress, parenting quality, and children's adaptation to school lead to suggestions for preventive interventions early in the family life cycle.  相似文献   

12.
The present study examined the effect of caregivers' experiences of racial discrimination on their adolescent children's psychological functioning among a sample of 264 African American dyads. Potential relations between caregiver discrimination experiences and a number of indicators of adolescents' (aged 12–17) psychological functioning over time were examined. It was found that caregiver discrimination experiences were positively related to adolescents' symptoms of depression and negatively related to their psychological well‐being. Additional analysis revealed interactions between the effects of caregiver discrimination experiences and family income on all 3 outcomes. Greater caregiver discrimination experiences and lower family income were risk factors for the youth in the sample. These findings underscore the deleterious consequence of caregivers' discrimination experiences on African American youth's psychological health.  相似文献   

13.
Two studies investigated whether parent–child discussion of peer provocations reduces young children's hostile attributional bias. Study 1 (N = 109, age 4–7)—an observational study—showed that parent–child discussion of nonhostile attributions (when reading a picture book) predicted reductions in children's hostile attributional bias from pre‐ to postdiscussion. Study 2 (N = 160, age 4–6)—an experimental study—showed that stimulating parents to discuss either nonhostile attributions or normative beliefs (vs. a control condition) reduced children's hostile attributional bias in response to hypothetical vignettes, but not in response to a staged peer provocation. These findings suggest that by framing social situations, parents may help their children perceive less hostility in their social worlds.  相似文献   

14.
In this Norwegian study, bidirectional relations between children's behavior problems and child–teacher conflict and closeness were examined, and the possibility of moderation of these associations by child‐care group size was tested. Eight hundred and nineteen 4‐year‐old children were followed up in first grade. Results revealed reciprocal effects linking child–teacher conflict and behavior problems. Effects of child–teacher closeness on later behavior problems were moderated by group size: For children in small groups only (i.e., ≤ 15 children), greater closeness predicted reduced behavior problems in first grade. In consequence, stability of behavior problems was greater in larger than in smaller groups. Results are discussed in light of regulatory mechanisms and social learning theory, with possible implications for organization of child care.  相似文献   

15.
The aim of this study was to examine how variations in children's temperamental reactivity and mothers’ parenting stress relate to parenting behavior. A sample of 3,001 mother–child dyads was assessed when children were 14, 24, 36, and 54 months. Latent profile analysis identified a group of temperamentally “easy” children whose mothers experienced little parenting stress, along with two groups of highly reactive children differentiated by mothers’ stress levels. Maternal negative regard over time was highest in the group of reactive children with highly stressed mothers. Mothers in this group also perceived more child behavior problems and had less knowledge of child development. Results are discussed relative to Person × Environment interactions and the complex interplay between parent and child characteristics.  相似文献   

16.
《Child abuse & neglect》2014,38(9):1459-1467
Exposure to early adversity places young children at risk for behavioral, physiological, and emotional dysregulation, predisposing them to a range of long-term problematic outcomes. Attachment and Biobehavioral Catch-up (ABC) is a 10-session intervention designed to enhance children's self-regulatory capabilities by helping parents to behave in nurturing, synchronous, and non-frightening ways. The effectiveness of the intervention was assessed in a randomized clinical trial, with parents who had been referred to Child Protective Services (CPS) for allegations of maltreatment. Parent–child dyads received either the ABC intervention or a control intervention. Following the intervention, children from the ABC intervention (n = 56) expressed lower levels of negative affect during a challenging task compared to children from the control intervention (n = 61).  相似文献   

17.
Drawing on the first wave of data from the Chilean Longitudinal Study for Early Childhood the current study examined the relation between family socioeconomic status (SES) and children's receptive Spanish vocabulary, and whether these relations were mediated by physical features of the home environment, parent–child interactions, and participation in center-based child care. The results of path analyses (n = 1589) estimating direct and indirect effects of SES on children's receptive vocabulary test scores provided evidence of partial mediation through indices of standard of living and parents’ level of cognitive and linguistic stimulation in the home. This study is among the first to replicate with a non-U.S. sample, a well-established linkage among SES, family-level conditions and processes, and young children's language outcomes.  相似文献   

18.
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   

19.
We investigated whether parental family stress during pregnancy is associated with cognitive functioning in early childhood in a population-based cohort (n = 3139). Family stress was assessed using the Family Assessment Device at the 20th week of pregnancy and was reported by mothers and fathers. Mothers completed the MacArthur Communicative Development Inventory, measuring children's verbal cognitive functioning, when children were 18 months and they completed the Parent Report of Children's Abilities, measuring nonverbal cognitive functioning, when children were 2 years old. Maternal prenatal family stress was related to children's low word comprehension and poorer nonverbal cognitive development independent of paternal reports. In a subset of 639 children, maternal prenatal family stress was also associated with observational assessments of poor effortful control at age 37 months. Paternal prenatal family stress was only related to poorer nonverbal cognitive development, independent of the mother. When both parents had high levels of prenatal family stress, children displayed particularly poor nonverbal cognitive development. These findings emphasize the significance of parental prenatal family stress for child developmental outcomes.  相似文献   

20.
Research Findings: This study examined associations of preschool type (i.e., urban and suburban Head Start and university-affiliated center) and teacher–child variables with positive and negative child outcomes among 145 preschoolers (74 boys). Differences emerged across preschools, with urban Head Start children scoring lowest on the emotional competence measures and university-affiliated preschoolers experiencing less peer victimization than urban and suburban Head Start preschoolers. Differences across preschool types were also found for the teacher–child variables, such that teacher–child closeness was lower and teacher–child conflict and dependence were highest in the urban Head Start preschool. Regression analyses revealed significant and meaningful interactions between preschool type and teacher–child relational quality in the prediction of children's social-emotional outcomes. Teacher–child conflict was negatively associated with emotion regulation and teacher–child dependence was associated with the highest levels of emotion regulation, but only for university-affiliated preschoolers. Suburban Head Start preschoolers experienced less prosocial attention than urban Head Start preschoolers, but only when teacher–child closeness was high. Teacher–child closeness was also a negative predictor of urban Head Start preschoolers’ prosocial attention. Practice or Policy: Results point to the importance of understanding the role of teacher–child relational quality in the social-emotional development of children exposed to different preschool and environmental contexts.  相似文献   

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