Correlates of Family Routines in Head Start Families

Autor/inn/en	Churchill, Susan L.; Stoneman, Zolinda
Titel	Correlates of Family Routines in Head Start Families
Quelle	In: Early Childhood Research & Practice, 6 (2004) 1, (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-5039
Schlagwörter	Early Intervention; Disadvantaged Youth; Family Environment; Family Influence; Correlation; Scores; Standardized Tests; Mothers; Depression (Psychology); Gender Differences; Behavior Problems; Child Behavior; Interviews; Questionnaires; Preschool Teachers; Preschool Education; Check Lists; Student Characteristics; Teacher Attitudes; Parent Attitudes; Statistical Analysis; Georgia; Child Behavior Checklist; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Familienmilieu; Korrelation; Standadised tests; Standardisierter Test; Mother; Mutter; Geschlechterkonflikt; Interviewing; Interviewtechnik; Fragebogen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Checkliste; Lehrerverhalten; Elternverhalten; Statistische Analyse
Abstract	The popular parenting literature places great importance on the role of routines in children's lives. Empirical research on family routines, however, is limited. This study examined correlates of family routines in a Head Start population in order to better understand their significance in the lives of families. Weak correlations were found between family demographic characteristics and the number of established routines in the home. No correlations were found between family routines and teacher and observer ratings of child outcomes and standardized test scores for the full sample. Mothers' reports of their depression levels and their children's behavior problems were correlated with the number of routines in the home. Interesting sex differences emerged, in that teachers' and observers' ratings of girls' outcomes and mothers' ratings of girls' behavior were related to the number of family routines, but boys' behavior was not. (As Provided).
Anmerkungen	Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01