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1.
Early education and care programs (EEC) serve important functions in promoting children's school readiness skills and supporting parental employment. Yet knowledge remains limited concerning factors inhibiting or increasing families’ use of EEC programs for their young children and whether such factors function differently as children age. This study employed nationally representative data from the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) following 10,700 children from infancy through early childhood to assess predictors of home and center-based EEC and to delineate whether predictors differed by developmental period. Drawing on Meyers and Jordan's (2006) rich accommodations model of EEC selection, analyses found that factors associated with family needs and resources (parental employment, income, education, and family structure), cultural norms and preferences (race, ethnicity, and immigration status; geographic location; child characteristics; and parental priorities regarding EEC characteristics) and contextual opportunities and constraints (availability of care in the community) were all associated with selection into EEC settings. Many patterns were similar for infants, toddlers, and preschoolers, although race/ethnicity, employment, and availability were most strongly linked to EEC type during infancy, whereas parental priorities for features associated with higher-quality care programs predicted EEC most strongly for preschoolers. Results are discussed in terms of efforts to increase family choice and access to EEC programs.  相似文献   

2.
This paper reports predictors for center care utilization prior to 18 months of age in Norway, a country with a welfare system providing up to one-year paid parental leave and universal access to subsidized and publicly regulated center care. A community sample of 1103 families was interviewed about demographics, family, and child characteristics when their child was 6 months old, and the child's entry into center care prior to 18 months of age was recorded. Utilization rate was 72.2%. Parents’ preference that their child entered center care prior to 18 months of age was the strongest predictor of utilization. Nonwestern immigrant status and lower socio-economic status predicted lower utilization. Age of entry was higher for children in two-parent families. Mother's severe health problems, parents’ preferences for entry prior to 18 months, and high child activity levels predicted earlier entry. Our findings suggest that in a context of universally accessible subsidized center care, family and child factors beyond preferences for center care predicted utilization only to a very limited extent.  相似文献   

3.
Most research focuses on preschoolers’ primary non-parental child care arrangement despite evidence that multiple arrangements are relatively common. Using the nationally-representative Early Childhood Longitudinal Study, Birth Cohort, we compare characteristics and outcomes of families whose 4-year olds attend both home- and center-based child care with those who attend either home- or center-based care exclusively or receive no non-parental care at all. We find that about one fifth of 4-year olds attend both home- and center-based child care. Mothers’ priorities for care (getting their child ready for school, matching their families’ cultural background) and perceptions of good local care options predict their combining home- and center-based care. Preschoolers score higher on reading and math assessments, on average, when they attend centers, alone or in combination with home-based child care, than when they are cared for only in homes, either by their parents or by others. Preschoolers’ average socioemotional outcomes generally do not differ between families who do and who do not combine care types. Implications for research and policy are discussed.  相似文献   

4.

Objective

To investigate the prevalence of child physical maltreatment (CPM) by parents in a city locating in central-western region of China and identify associated risk factors.

Methods

Cross-sectional survey was carried out among a randomly sampled population of primary school students’ parents in Yuncheng City. Data on parental CPM during the past 3 months, definition of CPM, Parenting Scale, parent-child interaction attitudes, social support, socio-demographic background were collected by a self-report questionnaire. Logistic regression analyses were used to investigate the associations between CPM and related risk factors.

Results

Of parents from 1,394 primary school students, there were 595 (42.7%) and 301 (21.6%) of them reported that they had minor/severe CPM behaviors toward their children during the past 3 months, respectively. The risk factors that were significantly associated with both prevalence and frequencies of minor/severe CPM included child problem behaviors, overreactivity and hostility parenting.

Conclusion

CPM by parents is not uncommon in China. More attention should be paid to programs that help parents learn parenting skills and use nonviolent child discipline.  相似文献   

5.
The current study examines the nature and variability of parents’ aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low-level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent–child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers’ writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool.  相似文献   

6.
Programs to promote children's early development are based on a set of assumptions, explicit or implicit, about intended outcomes and how the program will effect change. The “theories of change” were examined in ten home-based programs in the Early Head Start Research and Evaluation Project (EHSREP), using data collected through multiple interviews with program staff. All home-based programs indicated that parenting outcomes were among their highest three priorities, while only 4 of 10 programs said that child outcomes were in their top priorities. The pattern of outcome differences between randomly-assigned program and control group participants reflected the programs’ theories of change in several ways. Early Head Start home-based programs showed positive impacts on 9 of 9 parenting outcomes, including parental supportiveness, home language and learning supports, emotional responsiveness, and family conflict when children were 24 months of age. Significant program impacts on child cognitive skills (Bayley MDI scores) and social behavior (observed child engagement of parent during play) were found when children were 36 months of age. Mediation analyses showed that the 54% of the program impact on 36-month child cognitive scores was mediated by 24-month program impacts on parental supportiveness, language and learning support, emotional responsiveness, and family conflict, and 47% of the program impact on 36-month child engagement of parent was mediated by 24-month impacts on parental supportiveness, language and cognitive stimulation, and emotional responsiveness. Results from mediation analyses were consistent with these home-based programs’ theories of change, supporting the efficacy of focusing on parent change as a mechanism for child outcomes in home visiting programs.  相似文献   

7.
Studies on the effect of only‐child status on girls’ education indicate that the only‐child policy has had an unintended consequence of engendering a child‐centered culture with a strong belief and shared interest among the urban community in educating the only‐child regardless of the child’s sex. As the distribution of education by sex is frequently argued to be a key determinant for gender inequality, this finding seems to carry an unquestioned message that gender equality has been largely achieved for the only‐child generation. So far, however, few studies have examined parental gender‐specific expectations for their only children as an important factor in preparing boys and girls for their different school and social experiences. Based on data collected through semi‐structured interviews with 20 families in north China, this paper explores parental gender‐specific expectations of their only‐children. Parents’ SES is also considered in order to see how class may interact with gender in parents’ expectations for boys and girls as only‐children. The study reveals patterns of differences in parental expectations based on gender, and to a lesser degree, class. The author argues that it would be over‐optimistic to believe that only‐child status and the equally high academic aspirations parents hold for boys and girls have done away with all the deep‐rooted factors against gender equality in Chinese society. Drawing on Bourdieu’s social theory, the author discusses the implications of the findings and provides suggestions for policy efforts and further research.  相似文献   

8.
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9.
Using cross-sectional data regarding 793 rural children aged 10–16 in Sichuan Province of China, the present study examined the preceding-year rates of seven forms of child victimization (physical assault, property crime, peer/sibling victimization, child maltreatment, sexual victimization, witnessing family violence, and exposure to community violence) and poly-victimization, and found children’s victimization experiences increased as the degree of parental absence increased (from the presence of two biological parents, to parental migration and parental separation and divorce). Elevated levels of depression were also found among left-behind children and children of separated or divorced parents, compared to children living with both biological parents; and child poly-victimization added to the risk of child depression. Certain demographic characteristics (being a boy and younger) and parental factors were associated with child victimization in rural China. This study highlights the need for child protection in rural China, and in particular for parent-absent children.  相似文献   

10.
Although employer-sponsored child care programs have become more common, there is little empirical research on whether these programs affect employees’ satisfaction with child care or their work-life balance, and if effects vary across employee characteristics. In this exploratory study, we administered a survey to employees with children at one large university to gather information on their child care arrangements and experience with their employer's child care voucher program (N = 776). Satisfaction with child care varied with employee and child care characteristics, but not with voucher receipt. Families with preschool children, White families, and those using paid home-based care were more satisfied with their child care arrangements than those with school-age children, minority families, and those using center-based or before/afterschool care. Nearly half of voucher recipients (47%) reported benefits in work-life balance as a result of the voucher. Although demand-side vouchers appear to be a promising employer approach to address child care challenges, these results suggest that attention must also be given to the structure of child care supply as satisfaction and work-family stress are affected by more factors than child care cost only.  相似文献   

11.
Consecutive English and Spanish speaking caregivers of 6–24 month old children were randomly assigned to either a control or intervention group. Parents in the intervention group were instructed to view at least 4 options to discipline a child in an interactive multimedia program. The control group participants received routine primary care with their resident physician. After the clinic visit, all parents were invited to participate in a research study; the participation rate was 98% (258/263). The key measure was the Attitudes Toward Spanking (ATS) scale. The ATS is correlated with parents’ actual use of physical punishment. Parents with higher scores are more likely to use physical punishment to discipline their children. Parents in the intervention group had an ATS score that was significantly lower than the ATS score of parents in the control group (median = 24.0, vs. median = 30; p = 0.043). Parents in the control group were 2 times more likely to report that they would spank a child who was misbehaving compared with parents in the intervention group (16.9% vs. 7.0%, p = 0.015). In the short-term, a brief intervention, integrated into the primary care visit, can affect parents’ attitudes toward using less physical punishment. It may be feasible to teach parents to not use physical punishment using a population-based approach. The findings have implications for how to improve primary care services and the prevention of violence.  相似文献   

12.
In 2008, the federal government allotted $7 billion in child care subsidies to low-income families through the state-administered Child Care and Development Fund (CCDF), now the government's largest child care program (US DHHS, 2008). Although subsidies reduce costs for families and facilitate parental employment, it is unclear how they impact the quality of care families purchase. This study investigates the impact of government subsidization on parents’ selection of child care quality using multivariate regression and propensity score matching approaches to account for differential selection into subsidy receipt and care arrangements. Data were drawn from the Child Care Supplement to the Fragile Families and Child Wellbeing Study (CCS-FFCWS), conducted in 2002 and 2003 in 14 of the 20 FFCWS cities when focal children were 3 years old (N = 456). Our results indicate that families who used subsidies chose higher quality care than comparable mothers who did not use subsidies, but only because subsidy recipients were more likely to use center-based care. Subgroup analyses revealed that families using subsidies purchased higher-quality home-based care but lower-quality center-based care than comparable non-recipients. Findings suggest that child care subsidies may serve as more than a work support for low-income families by enhancing the quality of nonmaternal care children experience but that this effect is largely attributable to recipients’ using formal child care arrangements (versus kith and kin care) more often than non-recipients.  相似文献   

13.
Multiple approaches to measuring preschool children's literacy interest and engagement (i.e., parent-, teacher-, child-reported child literacy interest and observer-reported child literacy engagement) were examined in a sample of 167 four- and five-year-old children (M = 56.62 months, SD = 6.01) enrolled in Head Start. Associations among measures as well as gender differences and dimensions of preschooler's literacy interest and engagement were examined across measures. Measures were not strongly associated. There were small, but significant correlations between parents’ and teachers’ reports of children's literacy interest, and teachers’ reports of children's literacy interest and observers’ reports of children's literacy engagement. Gender differences were found for parent- and teacher-report measures, with teachers and parents rating girls higher on interest. Patterns of factor loadings differed between adult and child measures. Implications of findings are discussed.  相似文献   

14.
This paper analyzes whether there exists a causal relationship between parental employment and children's educational attainment. We address potential endogeneity problems due to (i) selection of parents in the labor market by estimating a model on sibling differences and (ii) reverse causality by focusing on parents’ employment when children are aged 0–3. We use data from the German Socioeconomic Panel that provide information on household income, parental employment, and time spent with child care. Our approach disentangles income and time effects of parental employment. Overall, we find little support that parental employment affects children's educational attainment. Controlling for household income, we can rule out that having a mother who works one hour more per week lowers the probability of high secondary track attendance by more than 0.1%.  相似文献   

15.
A key challenge facing child protective services (CPS) is identifying children who are at greatest risk of future maltreatment. This analysis examined a cohort of children with a first report to CPS during infancy, a vulnerable population at high risk of future CPS reports. Birth records of all infants born in California in 2006 were linked to CPS records; 23,871 infants remaining in the home following an initial report were followed for 5 years to determine if another maltreatment report occurred. Latent class analysis (LCA) was used to identify subpopulations of infants based on varying risks of re-report. LCA model fit was examined using the Bayesian information criterion, a likelihood ratio test, and entropy. Statistical indicators and interpretability suggested the four-class model best fit the data. A second LCA included infant re-report as a distal outcome to examine the association between class membership and the likelihood of re-report. In Class 1 and Class 2 (lowest risk), the probability of a re-report was 44%; in contrast, the probability in Class 4 (highest risk) was 78%. Two birth characteristics clustered in the medium- and highest-risk classes: lack of established paternity and delayed or absent prenatal care. Two risk factors from the initial report of maltreatment emerged as predictors of re-report in the highest-risk class: an initial allegation of neglect and a family history of CPS involvement involving older siblings. Findings suggest that statistical techniques can be used to identify families with a heightened risk of experiencing later CPS contact.  相似文献   

16.
This study examined two possible mechanisms, evocative gene–environment correlation and prenatal factors, in accounting for child effects on parental negativity. Participants included 561 children adopted at birth, and their adoptive parents and birth parents within a prospective longitudinal adoption study. Findings indicated child effects on parental negativity, such that toddlers’ negative reactivity at 18 months was positively associated with adoptive parents’ over-reactive and hostile parenting at 27 months. Furthermore, we found that child effects on parental negativity were partially due to heritable (e.g., birth mother [BM] internalizing problems and substance use) and prenatal factors (e.g., BM illicit drug use during pregnancy) that influence children’s negative reactivity at 18 months. This study provides critical evidence for “child on parent” effects.  相似文献   

17.
This paper examines the contribution of parents’ education and children’s gender on parental expectations of their children’s future education and the role of parental perceptions of their child’s competencies in the formation of their expectations. A group of university and vocationally educated parents (N = 418) were asked to estimate the probability of their child entering gymnasium (high school) or vocational education and assess the child’s competencies, first in preschool, and then at the end of the third school year. It was found that the education and gender‐bound differences in the parental expectations were established before the child entered school, and by the end of the third school year the relationships between expectations and competence assessments strengthened and were more uniform among the parents. The findings suggested that the parental assessments of their child’s abilities can be regarded as a potentially important social‐psychological process through which social differences are transformed into the individualized interpretations of the child’s educational prospects.  相似文献   

18.
A sample of 236 predominantly middle class 8-year-olds from a state with minimal child care standards were examined for possible differences associated with earlier child care histories. In comparison to children in part-time child care (less than 30 hours a week) or exclusive maternal care, children with more extensive child care experiences since infancy were rated by teachers and parents as having more poor peer relationships, work habits, and emotional health, and as being more difficult to discipline. In this minimal standard environment, extensive infant care was also associated with more negative nominations from classmates, poorer academic and conduct report card grades, and lower standardized test scores. In stepwise regressions that included family social class, parents' marital status, family size, number of family moves, child gender, childbirth order, and current after school care, children's extensive experience in infant care was the single best predictor (in a negative direction) of ratings by parents, teachers, and peers, and of report card grades and standardized test scores. Child care history continued to be a significant negative predictor of child outcomes in full regression models that incorporated child and family variables. These results are in marked contrast with Andersson's (1989) findings of positive social and cognitive development associated with early, extensive child care in Sweden (a country characterized by high child care standards and opportunities for paid parental leave during early infancy).  相似文献   

19.
Research Findings: A structural equation model (SEM) and multiple indicators and multiple causes (MIMIC) model were used to test family factors, parent psychological well-being, parent–child home activity, and parent school involvement in relation to children's school achievement. Data for this study were drawn from the Early Childhood Longitudinal Study–Kindergarten (ECLS-K), conducted by the U.S. Department of Education's National Center for Education Statistics (NCES). The sample for this study was 1,100 Asian American kindergartners and their parents. Practice or Policy: The results of this study are as follows: (a) Family factors, especially parental education levels and family income, were significantly associated with Asian American students' school achievement; (b) parent–child home activity was significantly related to students' school achievement but in a negative direction; (c) parental school involvement was not found to be significant in predicting students' school achievement; (d) parental psychological well-being was significantly associated with both parent–child home activity and students' school achievement; (e) family income was significantly associated with parental psychological well-being, parental school involvement, and children's school achievement; and (f) family structure was not significantly associated with school achievement.  相似文献   

20.
This study investigated relations between preschoolers’ pretend play, examiner-rated adjustment, and teachers’ reports of educational and social adjustment in a large and racially diverse sample. Preschoolers (N = 171; Mage = 49.25 months, SD = 2.76; 89.5% non-White; 50.9% female) completed a standardized assessment of pretend play during a laboratory visit and teachers rated their academic and relational adjustment 3 months later. Interactive effects by child race were evaluated in light of prior suggestions that relations between children's creative expression and teacher-rated adjustment may vary by child race. There were no significant race differences in observers’ ratings of preschoolers’ pretend play, examiners’ ratings of child adjustment, or teachers’ ratings of child adjustment. Imaginative and expressive play features were positively related to examiners’ ratings of child ego-resilience for all children in the laboratory setting. However, child race moderated relations between these same play features and teachers’ ratings of preschooler adjustment in the classroom, even after child age, child IQ, family socioeconomic status, teacher–child racial congruence, teacher familiarity with the child, and child gender were held constant. Among Black preschoolers, imaginative and expressive pretend play features were associated with teachers’ ratings of less school preparedness, less peer acceptance, and more teacher–child conflict, whereas comparable levels of imagination and affect in pretend play were related to positive ratings on these same measures for non-Black children. These results suggest that teachers may ascribe differential meaning to child behaviors as a function of child race. Implications for child development, teacher training, and early education are discussed.  相似文献   

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