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.

项目概要 2017年，20%的美国儿童生活在收入低于联邦贫困线的家庭，其中黑人和西班牙裔儿童所占比例最高（分别为 29% 和 25%。2019 年儿童趋势）。两岁时，在贫困中长大的孩子的语言能力就比富裕孩子差同行，2,3 随着时间的推移，这种差距越来越大（Fernald 等人，2013 年；Hoff，2013 年）。差距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一系列人口特征的技能（Reynolds 等人，2019 年；Rodriguez 和 Tamis-LeMonda，2011 年）。通过与照顾者的社交互动，孩子们学会了有效的沟通和行为举止文化上适当的方式（Vygotsky，1978）。言语和非言语线索（又名“发球和回球”；Fisher et al., 2017）有利于语言发展。婴儿通过眼神、手势、物体探索和发声来提供服务，当父母返回这些信息时以连续（时间接近）和偶然（有意义）的方式提供服务，他们更有可能培养婴儿的语言技能（Tamis-LeMonda 等，2014）通常会检查这些类型的社交互动。然而，尽管它们很重要，但我们知道白人中产阶级家庭的孩子和母亲之间的关系。低收入家庭之间几乎没有“服务和回报”互动，更不用说家庭之间的互动了。鉴于低收入父亲的积极参与，这一点尤其重要。语言成绩高于同龄人的孩子（Cabrera 等人，2007 年）。低收入父亲和母亲在婴儿期参与“服务和返回”可以为干预措施提供信息增强家庭现有的保护因素并降低入学风险。我们研究以下问题：（1）低收入父亲和母亲“服务与回报”互动的异质性 9个月和18个月大的孩子的情况；（2）父母人口和心理因素的影响（3）低收入父亲对孩子的“服务和回报”投入的频率；母亲与 9 个月和 18 个月大的孩子的“服务和回报”互动以及孩子的语言 24 个月和 30 个月时的技能，控制重要的背景因素和父母讲话的数量？建议开发一个编码方案来评估 420 个低收入样本中的“发球和回球”互动爸爸妈妈和他们9个月大、18个月大的孩子，也会转录所有的亲子视频。数据取自 Baby Books 2 项目，该项目是 NICHD 资助的纵向育儿干预项目针对首次为人父母的低收入父母，包括英国人和西班牙人等不同种族的样本这项研究将支持早期干预计划，以确定具体机制。也与来自弱势背景的儿童的学业成绩的长期缺陷有关作为磨练的干预措施，可以产生更有效和持续的积极成果。