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）：入学准备一直是研究和政策领域最近的焦点。准备好在上学第一年学习的儿童将走上积极的发展轨迹，其预期结果是最终高中毕业并成年后取得成功。然而，研究表明，低收入家庭的孩子往往没有做好进入幼儿园的准备，在预读能力、算术能力和情绪调节能力方面落后于较富裕的同龄人。父母被认为是孩子的第一任老师，但养育是多维的，哪些具体的养育做法支持儿童入学准备的发展尚不完全清楚，特别是在低收入和种族不同的人群中。拟议的研究旨在探讨养育子女的温暖和认知刺激这两个方面如何促进入学准备特定方面的发展：早期学术技能、社会情感功能和自我调节。数据将取自第一波和第二波福利、儿童和家庭的主要调查和嵌入式发展研究（EDS）：三城市研究，一项对低收入、少数族裔儿童和青少年进行抽样的纵向研究，城市街区。作为 EDS 的一部分，母亲和她们两到四岁的孩子在家中玩玩具积木的过程被录像（N=518）。与温暖和认知刺激相关的育儿实践将从这些录像数据中系统地编码。 回归分析将研究观察到的和自我报告的养育措施如何独立或组合地预测儿童随时间的结果。这些分析将通过纵向使用多种方法（观察和自我报告）超越现有研究。 此外，第二组分析将考虑所使用的衡量标准在非裔美国人和西班牙裔美国人之间是否在文化上相同，这两个群体总共占总样本的 94%。如果措施被认为是等效的，则将进行额外的分析，探讨所考虑的养育做法在不同群体中是否具有相似的作用。