Parent Time Investments in their Children's Learning during a Policy-Mandated Shutdown: Parent, Child, and Household Influences.
Parent Time Investments in their Children's Learning during a Policy-Mandated Shutdown: Parent, Child, and Household Influences.
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DOI：
10.1016/j.ecresq.2021.12.014
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发表时间：
2022
影响因子：
3.7
通讯作者：
Schmeer, Kammi K
中科院分区：
文献类型：
--
作者：
Singletary, Britt;Justice, Laura;Baker, Sugene C;Lin, Tzu-Jung;Purtell, Kelly M;Schmeer, Kammi K
在美国COVID-19大流行的最初几个月，俄亥俄州的州一级政策涉及物理学校关闭和在家工作的要求。据推测，这些政策及其对有子女家庭的影响将改变父母在家庭学习活动方面对子女的时间投资。在这项研究中，我们评估了父母的时间投资具体到家庭学习活动与他们的孩子，这些投资的关键预测。使用由559名儿童照顾者完成的综合调查数据（出生到9岁）在国家强制的呆在家里的命令和广泛的学校关闭，我们评估了父母在孩子学习上的时间投资是否与以下因素有关：（1）父母的心理健康和社会联系，（2）孩子的情绪困扰程度，（3）家庭特征，包括混乱，社会需求和结构。结果表明，显着的负相关，每个父母的孤独，孩子的情绪困扰，和家庭混乱与父母的时间投资在孩子的学习，控制父母的社会人口和经济地位。这表明，在大流行早期阶段，父母的时间投资受到社会经济资源以外的一些因素的限制。需要进一步研究，以了解家庭环境的长期影响，包括父母在儿童学习上的时间投资，在世界历史上前所未有的时期对儿童发展的影响。
State-level policies in Ohio during the early months of the COVID-19 pandemic in the U.S. involved physical school closures and work-from-home requirements when possible. Presumably, these policies and resulting impacts on homes with children would alter parent time investments in their children with respect to home-learning activities. In this study, we assessed parent time investments specific to home-learning activities with their children, and key predictors of these investments. Using data from a comprehensive survey completed by 559 caregivers of children (aged birth to 9 years) during a state-mandated stay-at-home order and widespread school closure, we assessed whether parent time investments in children’s learning were associated with: (1) parents’ mental health and social connectedness, (2) children’s level of emotional distress, and (3) household characteristics including chaos, social needs, and structure. Results indicate significant negative associations between each of parent loneliness, children’s emotional distress, and household chaos with parent time investments in children’s learning, controlling for parents’ socio-demographic and economic status. This suggests that parent time investments during the early stages of the pandemic were limited by a number of factors outside of socioeconomic resources. Further research is needed to understand the long-term effects of home environments, including parent time investments in children’s learning, on child development during this unprecedented time in world history.