Living with a Grandparent and Parent in Early Childhood: Associations with School Readiness and Differences by Demographic Characteristics

Autor/in	Pilkauskas, Natasha V.
Titel	Living with a Grandparent and Parent in Early Childhood: Associations with School Readiness and Differences by Demographic Characteristics
Quelle	In: Developmental Psychology, 50 (2014) 12, S.2587-2599 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0038179
Schlagwörter	Family Structure; Grandparents; Longitudinal Studies; Young Children; School Readiness; Age Differences; Mothers; Racial Differences; Ethnic Groups; Marital Status; Socioeconomic Status; Poverty; Correlation; Expressive Language; Behavior Problems; Immigrants; Interaction; Individual Characteristics; Family Environment; Family Influence; Child Development; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Familienkonstellation; Familiensystem; Großeltern; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Frühe Kindheit; Readiness for school; School ability; Schulreife; Age; Difference; Age difference; Altersunterschied; Mother; Mutter; Rassenunterschied; Ethnie; Familienstand; Socio-economic status; Sozioökonomischer Status; Armut; Korrelation; Immigrant; Immigrantin; Immigranten; Interaktion; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Familienmilieu; Kindesentwicklung
Abstract	Despite the increasing prevalence of 3-generation family households (grandparent, parent, child), relatively little research has studied these households during early childhood. Using nationally representative data from the Early Childhood Longitudinal Study--Birth Cohort ("N" = ~6,550), this study investigated the associations between 3-generation coresidence in early childhood and school readiness, and how the associations differed by maternal age, race/ethnicity, nativity, relationship status, and poverty. For the full sample of children, no associations between 3-generation coresidence and school readiness were found. Analyses by demographic characteristics found that race/ethnicity and nativity moderated the associations, whereas maternal age, relationship status, and poverty did not. The study found that 3-generation coresidence was associated with lower levels of expressive language for White, Asian, and Black children but more expressive language for Hispanic children. Coresidence was also associated with more externalizing behavior for White and American Indian/Alaskan Native children but less externalizing behavior for Hispanic and Black children. Analyses by maternal nativity found that for children of immigrant mothers, 3-generation coresidence was associated with more expressive language and less externalizing and internalizing behaviors. Interactions between race/ethnicity and nativity found that the positive associations for Hispanic children were concentrated among children of immigrant parents. No differences were found between grandmother-only and grandmother/grandfather 3-generation family households. Overall, the findings suggest there may be heterogeneity by race/ethnicity and nativity in the associations between 3-generation coresidence and school readiness. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01