Parenting & School Readiness Among Low-Income children

育儿

• 批准号: 7007247
• 负责人: Laura D. Pittman
• 金额: $ 7.08万
• 依托单位: NORTHERN ILLINOIS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-01-13 至 2007-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7007247
• 关键词: African American; Hispanic Americans; academic achievement; behavior prediction; behavioral /social science research tag; cognition; culture; elementary school; ethnic group; human data; human subject; longitudinal human study; low socioeconomic status; parent offspring interaction; social psychology; stimulus /response; urban area; videotape /videodisc

DESCRIPTION (provided by applicant): School readiness has been a recent focus within the research and policy worlds. Children who are prepared to learn during their first year of school are placed on a positive developmental trajectory where the expected outcome is eventual high school graduation and success as an adult. However, research shows that children from low-income families often are not prepared to enter kindergarten, lagging behind their more affluent peers in terms of pre-reading skills, numeracy skills, and emotional adjustment. Parents are considered to be their children's first teachers, yet parenting is multidimensional and which specific parenting practices support the development of children's school readiness are not yet fully understood, especially among low-income and ethnically diverse populations. The proposed research seeks to examine how two aspects of parenting, warmth and cognitive stimulation, may foster the development of specific facets of school-readiness: early academic skills, socioemotional functioning, and self regulation. Data will be drawn from the Main Survey and Embedded Developmental Study (EDS) of Wave 1 and 2 of Welfare, Children, and Families: A Three-City Study, a longitudinal study sampling low-income, minority children and youth from low-income, urban neighborhoods. As part of the EDS, mothers and their two- to four-year old children were videotaped playing with toy blocks in their homes (N=518). Parenting practices related to warmth and cognitive stimulation will be systematically coded from this videotaped data. Regression analyses will examine how both the observed and self-reported measures of parenting, independently and in combination, predict child outcomes over time. These analyses will go beyond existing research by using multiple methods (observational and self-reports) longitudinally. Furthermore, a second set of analyses will consider whether the measurement used is culturally equivalent between African Americans and Hispanic Americans, which collectively make up 94% of the total sample. If measures are considered equivalent, additional analyses will be run exploring whether the parenting practices considered work similarly across groups.

描述（由申请人提供）：学校准备一直是研究和政策世界中的最新重点。准备在开学第一年学习的孩子处于积极的发展轨迹上，预期的结果是最终的高中毕业和成年后的成功。但是，研究表明，来自低收入家庭的孩子通常不准备进入幼儿园，而在预阅读技能，算术技能和情感调整方面落后于他们更富裕的同龄人。父母被认为是孩子的第一批老师，但是育儿是多维的，哪种特定的育儿习惯支持儿童学校准备的发展，尚未完全理解，尤其是在低收入和种族多样化的人群中。拟议的研究旨在研究育儿，温暖和认知刺激的两个方面如何促进学校精通的特定方面的发展：早期的学术技能，社会情感功能和自我调节。数据将从福利，儿童和家庭的第1和2的主要调查和嵌入式发展研究（EDS）中获取：一项三城市研究，一项纵向研究，对低收入的纵向研究，来自低收入的城市社区的少数族裔儿童和青少年。作为ED的一部分，母亲及其两到四岁的孩子在家里玩具块（n = 518）。与温暖和认知刺激相关的育儿实践将从此录像带数据中系统地编码。 回归分析将检查观察到的和自我报告的育儿度量，独立和结合在一起，预测随着时间的推移儿童的结局。这些分析将通过纵向使用多种方法（观察和自我报告）来超越现有研究。 此外，第二组分析将考虑使用的测量是否与非洲裔美国人和西班牙裔美国人之间的文化相等，这共同占了总样本的94％。如果认为措施等效，则将进行其他分析，以探讨育儿实践是否在各组中类似地考虑工作。