Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers.
Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers.
复制标题
在社会经济弱势的学龄前儿童中，认知能力和情感知识的育儿预测指标。
DOI：
10.1016/j.jecp.2014.11.010
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发表时间：
2015-04
影响因子：
2.6
通讯作者：
School Readiness Research Consortium
中科院分区：
文献类型：
--
作者：
Merz EC;Zucker TA;Landry SH;Williams JM;Assel M;Taylor HB;Lonigan CJ;Phillips BM;Clancy-Menchetti J;Barnes MA;Eisenberg N;de Villiers J;School Readiness Research Consortium
本研究探讨了社会经济弱势学龄前儿童的父母反应和推理语言输入与认知技能和情感知识的并行和纵向关联。父母和2至4岁的儿童（平均年龄= 3.21岁; N=284）参加了亲子自由游戏会议，儿童完成了认知（语言，早期识字，早期数学）和情感知识评估。一年后，孩子们完成了同样的评估组合。父母的反应编码的录像亲子自由发挥的会议，和父母的推理语言输入编码的一个子集的127个这些会议的成绩单。所有分析均控制了儿童年龄、性别和父母教育程度，纵向分析控制了初始技能水平。父母的反应性显着预测所有并发的认知技能，以及识字，数学和情感知识一年后。父母的推理语言输入与儿童的并发情绪知识呈显著正相关。在纵向分析中，发现一个互动，这样的儿童具有较强的初始语言技能，更高水平的父母推理语言输入促进更大的词汇发展，而对于儿童较弱的初始语言技能，有没有关联之间的父母推理语言输入和儿童的词汇技能的变化。这些发现进一步加深了我们对父母反应和推理语言输入在促进儿童入学准备技能方面的作用的理解。
This study examined the concurrent and longitudinal associations of parental responsiveness and inferential language input with cognitive skills and emotion knowledge among socioeconomically disadvantaged preschoolers. Parents and 2- to 4-year-old children (mean age = 3.21 years; N=284) participated in a parent-child free play session, and children completed cognitive (language, early literacy, early mathematics) and emotion knowledge assessments. One year later, children completed the same assessment battery. Parental responsiveness was coded from the videotaped parent-child free play sessions, and parental inferential language input was coded from transcripts of a subset of 127 of these sessions. All analyses controlled for child age, gender, and parental education, and longitudinal analyses controlled for initial skill level. Parental responsiveness significantly predicted all concurrent cognitive skills as well as literacy, math, and emotion knowledge one year later. Parental inferential language input was significantly positively associated with children's concurrent emotion knowledge. In longitudinal analyses, an interaction was found such that for children with stronger initial language skills, higher levels of parental inferential language input facilitated greater vocabulary development, whereas for children with weaker initial language skills, there was no association between parental inferential language input and change in children's vocabulary skills. These findings further our understanding of the roles of parental responsiveness and inferential language input in promoting children's school readiness skills.
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影响因子：
3.2
作者：
de Rosnay, Marc;Harris, Paul L
通讯作者：
Harris, Paul L
影响因子：
1.6
作者：
Cristofaro, Tonia N.;Tamis-LeMonda, Catherine S.
通讯作者：
Tamis-LeMonda, Catherine S.
影响因子：
4.9
作者：
Coolahan, K;Fantuzzo, J;McDermott, P
通讯作者：
McDermott, P
影响因子：
4.6
作者：
Bernier, Annie;Carlson, Stephanie M.;Whipple, Natasha
通讯作者：
Whipple, Natasha
影响因子：
2.7
作者：
Enders, CK
通讯作者：
Enders, CK