Play Beliefs and Responsive Parenting among Low-Income Mothers of Preschoolers in the United States

Autor/inn/en	LaForett, Doré R.; Mendez, Julia L.
Titel	Play Beliefs and Responsive Parenting among Low-Income Mothers of Preschoolers in the United States
Quelle	In: Early Child Development and Care, 187 (2017) 8, S.1359-1371 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1169180
Schlagwörter	Beliefs; Play; Preschool Children; Mother Attitudes; Low Income Groups; Child Rearing; Developmentally Appropriate Practices; School Readiness; Interpersonal Competence; Parenting Skills; Preschool Education; Depression (Psychology); Questionnaires; Likert Scales; Self Efficacy; Regression (Statistics); Parent Child Relationship; Mothers; Individual Characteristics; Measures (Individuals); Symptoms (Individual Disorders); Parenting Styles; United States; Center for Epidemiologic Studies Depression Scale; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Belief; Glaube; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mutterliebe; Kindererziehung; Entwicklungsbezogene Bildung; Readiness for school; School ability; Schulreife; Interpersonale Kompetenz; Fragebogen; Likert-Skala; Self-efficacy; Selbstwirksamkeit; Regression; Regressionsanalyse; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Messdaten; Psychiatrische Symptomatik; USA
Abstract	This study examined associations between parents' developmentally appropriate beliefs about young children's play and responsive parenting. Low-income parents and their children enrolled in Head Start programmes (n = 231) in the United States participated in the study. Responsive parenting skills (characterized by high levels of warmth and responsiveness, and lower levels of hostility) were related to parents' beliefs endorsing play as valuable (Play Support) for promoting preschool children's social skills and school readiness. Additionally, higher levels of parent depression were negatively associated with Play Support beliefs while higher levels of parent efficacy were positively associated. Parent education showed a positive relation with Play Support beliefs and a negative relationship with beliefs regarding focusing on academic readiness of children without playful learning (Academic Focus). Implications for understanding play-based approaches for promoting children's developmental outcomes within early childhood programmes and family interventions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01