Predicting kindergarten academic skills: Interactions among child care,maternal education,and family literacy environments |
| |
| Institution: | 1. Department of Psychology, Clark University, 950 Main St, Worcester MA 01610, USA;2. Center for Research on Families, University of Massachusetts, Amherst MA 01003, USA;1. National Innovation Center for Assessment of Basic Education Quality, Beijing Normal University, Beijing, PR China;2. State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, PR China;3. Department of Literacy and Elementary Education, Northern Illinois University, DeKalb, IL, USA |
| |
| Abstract: | This investigation used structural equation modeling to examine sources of children's reading, vocabulary, general information, mathematics, and letter recognition skills upon entrance to kindergarten. Potential predictors included ethnicity, gender, child IQ, family literacy environment, maternal education, and months in child care centers. Family literacy environment had positive causal links with four of five academic measures. Greater number of months in child care centers was associated with higher mathematics scores among children from less educated mothers who scored low on a measure of family literacy environment. In contrast, no effects of child care were found for children from mothers with more education. Implications include the need for strong parental involvement in children's development and subsidized child care for children in need. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
