How Homes Influence Schools: Early Parenting Predicts African American Children's Classroom Social-Emotional Functioning

Autor/inn/en	Baker, Claire E.; Rimm-Kaufman, Sara E.
Titel	How Homes Influence Schools: Early Parenting Predicts African American Children's Classroom Social-Emotional Functioning
Quelle	In: Psychology in the Schools, 51 (2014) 7, S.722-735 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21781
Schlagwörter	Early Experience; Family Influence; Child Rearing; Predictor Variables; African American Children; Social Development; Emotional Development; Longitudinal Studies; Kindergarten; Learning Strategies; Self Control; Interpersonal Competence; Child Behavior; Questionnaires; Mothers; Parent Attitudes; Parenting Styles; Regression (Statistics); Home Study; Socioeconomic Influences; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Frühbeginn; Kindererziehung; Prädiktor; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Soziale Entwicklung; Gefühlsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstbeherrschung; Interpersonale Kompetenz; Fragebogen; Mother; Mutter; Elternverhalten; Regression; Regressionsanalyse; Sozioökonomischer Faktor
Abstract	Data from the Early Childhood Longitudinal Study, Kindergarten Cohort were used to examine the extent to which early parenting predicted African American children's kindergarten social-emotional functioning. Teachers rated children's classroom social-emotional functioning in four areas (i.e., approaches to learning, self-control, interpersonal skills, and externalizing behaviors). Mothers completed self-report questionnaires assessing their home-based parenting practices (i.e., warmth and home learning stimulation). Hierarchical regression analyses revealed that mothers who engaged in more frequent home learning stimulation (e.g., shared book reading) had children with more positive teacher ratings of approaches to learning, self-control, interpersonal skills, and fewer externalizing behaviors. Notably, demographic characteristics also contributed to children's social-emotional functioning. Specifically, African American girls from more affluent, two-parent homes with highly educated mothers had the most positive ratings of classroom social-emotional functioning across all four dimensions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10