Nurturing Cognitive Competence in Preschoolers: A Longitudinal Study of Intergenerational Continuity and Risk

Autor/inn/en	Saltaris, Christina; Serbin, Lisa A.; Stack, Dale M.; Karp, Jennifer A.; Schwartzman, Alex E.; Ledingham, Jane E.
Titel	Nurturing Cognitive Competence in Preschoolers: A Longitudinal Study of Intergenerational Continuity and Risk
Quelle	In: International Journal of Behavioral Development, 28 (2004) 2, S.105-115 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1080/01650250344000316
Schlagwörter	Intelligence; Stimulation; Investigations; Preschool Children; Mothers; Family Environment; Parent Child Relationship; Longitudinal Studies; Aggression; Behavior Patterns; Behavior Development; Cognitive Development; Foreign Countries; Public Schools; Canada + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Untersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Familienmilieu; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kognitive Entwicklung; Ausland; Public school; Öffentliche Schule; Kanada
Abstract	The current investigation was designed to examine the provision of cognitive stimulation to preschool-aged children from high-risk families. Participants were drawn from the Concordia Longitudinal Risk Project, a prospective, longitudinal investigation of individuals recruited in 1976-77 from lower SES neighbourhoods who were rated by childhood peers on standardised scales of aggression and social withdrawal. Based on a subsample of women followed from childhood to motherhood (N = 51), we found that childhood behaviour patterns, particularly a history of aggression, negatively predicted cognitive stimulation to preschool-aged offspring, in the context of (1) scaffolding during a structured teaching task, and (2) the quality of the home environment provided for children. In the second part of the study, concurrent analyses focusing on children's cognitive competence (N = 80) revealed that parental stimulation predicts the intellectual functioning of preschool-aged offspring within a community-based, high-risk sample. Taken together, the current findings provide evidence for the existence of a pathway of intergenerational transfer of risk operating through cognitive stimulation. (Contains 4 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10