Direct and Indirect Effects of Socio-Economic Status on Child Development: Is Developmental Parenting a Relevant Mediator?

Autor/inn/en	Nunes Cauduro, Giovanna; de Mendonça Filho, Euclides José; Pandolfo Silveira, Nicole; Ruschel Bandeira, Denise
Titel	Direct and Indirect Effects of Socio-Economic Status on Child Development: Is Developmental Parenting a Relevant Mediator?
Quelle	In: Early Child Development and Care, 191 (2021) 11, S.1715-1728 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nunes Cauduro, Giovanna) ORCID (de Mendonça Filho, Euclides José) ORCID (Ruschel Bandeira, Denise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1673384
Schlagwörter	Socioeconomic Status; Child Development; Parent Child Relationship; Parenting Styles; Mothers; Preschool Children; Correlation; Parent Background; Educational Attainment; Family Income; Context Effect; Cognitive Development; Social Development; Emotional Development; Communication Skills; Language Acquisition + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Kindesentwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Elternhaus; Bildungsabschluss; Bildungsgut; Familieneinkommen; Kognitive Entwicklung; Soziale Entwicklung; Gefühlsbildung; Kommunikationsstil; Sprachaneignung; Spracherwerb
Abstract	The parent-child relationship has been presented as one of the most important contexts in the early stages of life, but not all caregivers provide an optimal environment for development. Some parental and environmental factors exert a particularly strong influence on development. Parental practices and socioeconomic status are the factors most strongly correlated with various developmental outcomes. We aimed to examine the associations between parenting, indicators of SES and developmental outcomes. The sample comprised 77 mother-child dyads and data were collected using an SES questionnaire, developmental measure (IDADI) and observation protocol for parental practices (PICCOLO). Maternal education predicted almost all IDADI scores, except for socioemotional development, which was better mediated by developmental parenting. These results indicate that whilst maternal literacy and income may be important predictors of developmental outcomes that depend on formal education, they do not predict the development of empathy, social relationships, and emotional regulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01