Serve and Return among low-income fathers, mothers, and their children

为低收入父亲、母亲及其子女提供服务和回报

基本信息

批准号：
10361437
负责人：
Natasha J Cabrera
金额：
$ 7.31万
依托单位：
UNIV OF MARYLAND, COLLEGE PARK
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-03-01 至 2024-02-29
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10361437
关键词：
2 year old Address Attention Back Behavior Black race Books Brain Caregivers Characteristics Child Child Development Child Language Child Rearing Code Cognitive Communication Cues Data Data Set Demographic Factors Development Disadvantaged Early Intervention Economically Deprived Population Educational Background Environment Eye Family Fathers Fostering Frequencies Funding Gender Gestures Goals Heterogeneity Hispanic Home Home environment ICAM1 gene Income Infant Intervention Language Language Development Lead Learning Linguistics Low income Measures Mother-Child Relations Mothers National Institute of Child Health and Human Development Outcome Parents Play Poverty Psychological Factors Reaction Time Research Risk Sampling Scheme Schools Social Interaction Speech Temperament Time Toy Variant cognitive development disadvantaged background early childhood ethnic diversity gaze improved infancy intervention program language outcome lower income families parental influence peer protective factors response skills social social disadvantage socioeconomics supportive environment trend vocalization

项目摘要

Project Summary In 2017, 20% of U.S. children lived in families with incomes below the federal poverty line, among which Black and Hispanic children represent the highest proportions (29% and 25%, respectively. Child Trends 2019). Already by 2 years of age, children growing up in poverty have worse language skills than their wealthier peers,2,3 with this gap growing over time (Fernald et al., 2013; Hoff, 2013). A strong predictor of the language gap is children’s early home environment, which has unique associations with children’s emerging language skills beyond a host of demographic characteristics (Reynolds et al., 2019; Rodriguez & Tamis-LeMonda, 2011). Through social interactions with their caregivers, children learn to communicate effectively and behave in culturally appropriate ways (Vygotsky, 1978). Specifically, social interactions that are sensitive to children’s verbal and nonverbal cues (aka “serve and return”; Fisher et al., 2017) are beneficial for language development. Infants serve through eye gaze, gestures, object exploration, and vocalizations, and when parents return those serves in a way that is contiguous (close in time) and contingent (meaningful), they are more likely to foster infants’ language skills (Tamis-LeMonda et al., 2014). These types of social interactions are typically examined between children and mothers in white middle-class families. Despite their significance, however, we know almost nothing about “serve and return” interactions among low-income families, and even less between fathers and children. This is especially important given that positively engaged low-income fathers have children with better language scores than their matched peers (Cabrera et al., 2007). Understanding the degree to which low-income fathers and mothers engage in “serve and return” during infancy can inform interventions that augment protective factors already existing at home and reduce risk at school entry. To address these issues, we examine: (1) the heterogeneity of low-income fathers’ and mothers’ “serve and return” interactions with their children at 9 and 18 months; (2) the contribution of parents’ demographic and psychological factors to the frequency of their “serve and return” input to children; (3) the associations between low-income fathers’ and mothers’ “serve and return” interactions with their children at 9 and 18 months and children’s language skills at 24 and 30 months, controlling for important background factors and quantity of parental speech? We propose to develop a coding scheme to assess “serve and return” interactions in a sample of 420 low-income fathers and mothers and their children at 9 and 18 months and will also transcribe all the parent-child videos. Data are drawn from the Baby Books 2 Project, which is a NICHD-funded longitudinal parenting intervention targeting first-time, low-income parents and includes an ethnically diverse sample of English- and Spanish- speaking parents. This research will support early intervention programs to identify specific mechanisms associated with long-term deficits in academic outcomes of children from disadvantaged backgrounds, as well as hone interventions that result in more effective and sustained positive outcomes.

项目摘要 2017年，有20％的美国儿童生活在收入低于联邦贫困线的家庭中，其中黑色西班牙裔儿童代表最高比例（分别为29％和25％。2019年儿童趋势）。到2岁时，在贫困中成长的儿童的语言技能比他们的富人差同龄人，随着时间的流逝，这一差距的增长为2,3（Fernald等，2013； Hoff，2013）。语言的有力预测指标 Gap是儿童早期的家庭环境，它与儿童的新兴语言有着独特的联系超越人口特征的技能（Reynolds等，2019； Rodriguez＆Tamis-Lemonda，2011）。通过与照顾者的社交互动，孩子们学会了有效沟通和行为在文化上适当的方式（Vygotsky，1978）。特别是对儿童敏感的社交互动言语和非语言提示（又名“服务和返回”； Fisher等，2017）对语言发展有益。婴儿通过目光注视，手势，物体探索和发声，当父母返回那些以连续（及时关闭）和偶然性（有意义）的方式服务，它们更有可能养育婴儿的语言技能（Tamis-Lemonda等，2014）。通常检查这些类型的社交互动在白人中产阶级家庭中的儿童和母亲之间。尽管它们具有重要意义，但我们知道低收入家庭之间的“服务和返回”几乎没有父亲和孩子。考虑到积极参与的低收入父亲有语言得分比匹配的同龄人更好的孩子（Cabrera等，2007）。了解学位在婴儿期间，低收入的父亲和母亲从事“服务和返回”可以告知干预措施这种增强的受保护因素已经存在于家里，并降低了入学时的风险。解决这些问题，我们研究：（1）低收入父亲和母亲的“服务与返回”互动的异质性他们的孩子在9个月和18个月中；（2）父母的人口统计和心理因素的贡献他们向儿童的“服务和返回”输入的频率；（3）低收入父亲之间的关联以及母亲在9个月和18个月与孩子的“服务与返回”互动以及孩子的语言 24和30个月的技能控制着重要的背景因素和父母言语的数量？我们提出制定编码方案，以评估420个低收入样本中的“服务和返回”相互作用父亲和母亲及其子女在9和18个月时，还将抄录所有亲子视频。数据来自Baby Books 2项目，这是NICHD资助的纵向育儿干预针对初次的低收入父母，包括一个种族多样的英语和西班牙语样本说话父母。这项研究将支持早期干预计划，以确定特定机制与背景不安的儿童学术成果的长期缺陷有关作为磨练干预措施，导致更有效和持续的积极成果。