Maternal Education and Siblings: Agents of Cognitive Development in Kindergarten

Autor/inn/en	Muñez, David; Bull, Rebecca; Lee, Kerry
Titel	Maternal Education and Siblings: Agents of Cognitive Development in Kindergarten
Quelle	In: Developmental Science, 25 (2022) 4, (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muñez, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.13218
Schlagwörter	Mothers; Parent Education; Siblings; Cognitive Development; Kindergarten; Socioeconomic Status; Family Income; Economically Disadvantaged; Child Development; Predictor Variables; Mathematics Skills; Reading Skills; Short Term Memory; Environmental Influences + Suchen Sie Ihr Suchwort? Mother; Mutter; Parents education; Elternbildung; Elternschule; Sibling; Geschwister; Kognitive Entwicklung; Socio-economic status; Sozioökonomischer Status; Familieneinkommen; Kindesentwicklung; Prädiktor; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Kurzzeitgedächtnis; Environmental influence; Umwelteinfluss
Abstract	In this study (n = 1000, M[subscript age at K1entry] = 53.4 months, SD = 3.4; 53% females), we investigated the contributions of the family socioeconomic status (SES; maternal education and an income-related measure) and number and age of siblings to the development of children's math, reading, and working memory (WM) updating skills over the kindergarten years. Results from a multivariate multilevel growth curve model showed that children from more disadvantaged SES backgrounds already had a multifaceted developmental lag at kindergarten entry. Maternal education was the aspect of SES that more clearly affected the child's cognitive development; the mother's education predicted children's math, reading, and WM-updating skills at kindergarten entry as well as the rate of development of reading skills over the kindergarten years. Independently of SES status, children with more siblings also showed poorer reading and math skills than those in one-child families at kindergarten entry. We also found that both older and younger siblings affected, negatively, children's reading skills before they attended kindergarten--which suggests that the development of reading skills is more responsive to environmental factors during the first years than other aspects of the child development. The findings underscore the independent role of siblings upon entry to kindergarten, and the enduring role of maternal education even after children are exposed to formal schooling. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01