Parenting, Childcare, and Children's Pre-Kindergarten Skills: Exploring Moderation by Race and Ethnicity

Autor/inn/en	Rispoli, Kristin M.; Koziol, Natalie A.; McGoey, Kara E.; Schreiber, James B.
Titel	Parenting, Childcare, and Children's Pre-Kindergarten Skills: Exploring Moderation by Race and Ethnicity
Quelle	In: Early Child Development and Care, 189 (2019) 6, S.946-964 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1359580
Schlagwörter	Child Rearing; Infants; Toddlers; Preschool Children; Racial Differences; Ethnicity; Hispanic Americans; Whites; African Americans; Correlation; Reading Achievement; Mathematics Achievement; Interpersonal Competence; Child Behavior; Parent Child Relationship; Family Environment; Emotional Development; Child Care Centers; Age Differences; Culturally Relevant Education; Social Development; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Kindererziehung; Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rassenunterschied; Ethnizität; Hispanic; Hispanoamerikaner; White; Weißer; Afroamerikaner; Korrelation; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Interpersonale Kompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienmilieu; Gefühlsbildung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Age; Difference; Age difference; Altersunterschied; Soziale Entwicklung
Abstract	This study evaluated whether parenting and childcare experience across infancy and toddlerhood were associated with children's reading, math, and social-behavioural skills prior to kindergarten entry. Analyses also examined whether race or ethnicity moderated associations. A representative sample of Hispanic, Black, and White children from the Early Childhood Longitudinal Study -- Birth Cohort (N = 4550) was used. Parents' responsiveness in infancy and supportiveness in toddlerhood, as well as the home learning environment in toddlerhood, related to academic and social--emotional and behavioural readiness. Associations between certain parenting behaviours and child outcomes varied as a function of race. Additionally, compared to parent-only childcare, attendance in centre-based care at two years of age related to higher early math skills. Findings highlight the need for culturally specific early intervention to support parents in shaping early social-emotional skills in children, and suggest that exposure to centre-based childcare in the toddler years may benefit math readiness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01