Parenting for Cognitive Development from 1950 to 2000: The Institutionalization of Mass Education and the Social Construction of Parenting in the United States

Autor/in	Schaub, Maryellen
Titel	Parenting for Cognitive Development from 1950 to 2000: The Institutionalization of Mass Education and the Social Construction of Parenting in the United States
Quelle	In: Sociology of Education, 83 (2010) 1, S.46-66 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040709356566
Schlagwörter	Stellungnahme; Mothers; Child Rearing; Behavior Standards; Young Children; Mass Instruction; Cognitive Development; Parent Attitudes; Educational Attainment; Predictor Variables; Parent Child Relationship; Learning Activities; Trend Analysis; Income; Interviews; Surveys; Statistical Analysis; Tables (Data) + Suchen Sie Ihr Suchwort? Mother; Mutter; Kindererziehung; Frühe Kindheit; Kognitive Entwicklung; Elternverhalten; Bildungsabschluss; Bildungsgut; Prädiktor; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Lernaktivität; Trendanalyse; Einkommen; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Statistische Analyse; Tabelle
Abstract	Over the second half of the twentieth century, changes occurred in parent reports of their engagement in cognitive activities with their young children in the United States. This article argues that the growing trend of "parenting for cognitive development" in young children in the latter half of the twentieth century is associated with the institutionalization of mass schooling and the legitimization of cognitive development as a central feature of early childhood. The results show that all parents increasingly spent more time engaging in activities related to cognitive development so that by 1991, it was normative behavior. In addition, the results show that mothers' education became an increasingly better predictor of parenting for cognitive development over the second half of the twentieth century but in the last decade of the twentieth century, the association with mothers' education remained constant or diminished slightly as all families increasingly engaged in cognitive development activities. (Contains 2 figures, 2 tables and 18 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10