Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent-child interactions.
Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent-child interactions.
复制标题
通过随机临床试验提高低收入种族/族裔儿童的早期语言和读写能力：认知刺激亲子互动的中介作用。
DOI：
10.1111/cdev.14064
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发表时间：
2023
影响因子：
4.6
通讯作者：
Morris-Perez,PamelaA
中科院分区：
文献类型：
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作者：
Miller,ElizabethB;Canfield,CaitlinF;Roby,Erin;Wippick,Helena;Shaw,DanielS;Mendelsohn,AlanL;Morris-Perez,PamelaA
父母教养是儿童入学准备的重要中介。根据这一变化理论，我们使用了Smart Beginnings随机临床试验（分层视频互动项目和家庭检查；N= 403，治疗组N= 201）的数据来检验治疗对4岁儿童早期语言和读写技能的影响（nLatinx= 168,nBlack= 198,nMale= 203），以及通过父母支持认知刺激对2岁儿童的间接影响。虽然结果没有揭示对儿童早期技能的直接影响，但通过父母认知刺激的改善，对早期识字（β= 0.03,p= 0.05）和早期语言（β= 0.04,p= 0.04）有显著的间接影响。本文讨论了针对父母干预措施的影响，以提高儿童从出生开始的入学准备。
Parenting is a critical mediator of children's school readiness. In line with this theory of change, data from the randomized clinical trial of Smart Beginnings (tiered Video Interaction Project and Family Check‐Up;N= 403, treatment armn= 201) were used to examine treatment impacts on early language and literacy skills at child age 4 years (nLatinx= 168,nBlack= 198,nMale= 203), as well as indirect impacts through parental support of cognitive stimulation at child age 2 years. Although results did not reveal direct effects on children's early skills, there were significant indirect effects for early literacy (β= .03,p= .05) and early language (β= .04,p= .04) via improvements in parental cognitive stimulation. Implications for interventions targeting parenting to improve children's school readiness beginning at birth are discussed.