Parenting Practices in Preschool Leading to Later Cognitive Competence: A Family Stress Model

Autor/inn/en	Nievar, M. Angela; Moske, Amanda Kay; Johnson, Deborah Jean; Chen, Qi
Titel	Parenting Practices in Preschool Leading to Later Cognitive Competence: A Family Stress Model
Quelle	In: Early Education and Development, 25 (2014) 3, S.318-337 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2013.788426
Schlagwörter	Parenting Styles; Family Environment; Self Control; Preschool Children; Family Income; Cognitive Development; Depression (Psychology); Mental Health; Stress Variables; Longitudinal Studies; Young Children; Measures (Individuals); Educational Attainment; Attachment Behavior; Likert Scales; Correlation; Predictor Variables; Structural Equation Models; Racial Differences; Resilience (Psychology); Neighborhoods; Home Observation for Measurement of Environment; Attachment Q Set; Center for Epidemiologic Studies Depression Scale; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Familienmilieu; Selbstbeherrschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familieneinkommen; Kognitive Entwicklung; Psychohygiene; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Frühe Kindheit; Messdaten; Bildungsabschluss; Bildungsgut; Attachment; Bindungsverhalten; Likert-Skala; Korrelation; Prädiktor; Rassenunterschied; Neighbourhoods; Nachbarschaft
Abstract	Research Findings: This study investigates the effect of the early home environment on self-regulation in preschoolers, and how self-regulation relates to later school achievement, while taking into account family resources. Participants were part of the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development. Our model tested paths from family income and maternal depression through parenting to dyadic and child outcomes, including attachment, self-regulation, and child cognitive outcomes in the 1st grade. Findings indicated that family income and maternal depression had a substantial effect on parenting practices. Children whose parents did not display negative affect toward them during episodes of depression were more likely to maintain healthy attachment styles. Parenting, which was directly affected by family income, was the most important predictor of children's cognitive development. Practice or Policy: Regarding implications for practice, this research indicates that parents who provide a safe and stimulating environment for their children, despite limited financial resources or mental health issues, are more likely to have children who are prepared for school. School counselors, child care administrators, and policymakers should be aware of the importance of parenting to school success and should provide opportunities for parent education and involvement during the first years of life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10