Family Resources and Parenting Quality: Links to Children’s Cognitive Development Across the First 3 Years

Lugo‐Gil, Julieta; Tamis-LeMonda, Catherine S.

doi:10.1111/j.1467-8624.2008.01176.x

Cited by 275 publications

(215 citation statements)

References 76 publications

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“…As such, this study was conceived as an initial effort to extend and adapt existing Western models of child development for use in a sub-Saharan African, low-income country. Results of this study revealed that although the strength of the associations vary, the relationships between SES, parental stimulation, and cognitive skills previously observed in high-income countries appear to hold true in the Zambian context, as well (Duncan & Brooks-Gunn, 2000;Gershoff et al, 2007;Guo & Harris, 2000;Lugo-Gil & Tamis-LeMonda, 2008;McLoyd, 1998). In particular, material resources in children's homes and levels of caregiver education were both directly predictive of the number of years children spent enrolled in an early childhood education program and home-based reading materials and activities in the full sample using cross-sectional data.…”

Section: Discussionmentioning

confidence: 59%

Poverty, physical stature, and cognitive skills: Mechanisms underlying children’s school enrollment in Zambia.

McCoy¹,

Zuilkowski²,

Fink³

2015

Developmental Psychology

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Past research suggests robust positive associations between household socioeconomic status and children's early cognitive development in Western countries. Relatively little is known about these relations in low-income country settings characterized by economic adversity, high prevalence of malnutrition and infectious disease, and relatively lower school enrollment. The present study develops and empirically evaluates an adapted model of early childhood development using a sample of 2711 Zambian six-year-olds. Early learning in and out of the home was found to explain much of the relation between socioeconomic status and children's cognitive skills, including language, non-verbal reasoning, and executive function. Child heightfor-age (a proxy for overall nutritional status and health) was also predictive of children's cognitive skills and both early and on-time school enrollment. Implications for global child development, intervention, and future work are discussed.

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Section: Discussionmentioning

confidence: 59%

Poverty, physical stature, and cognitive skills: Mechanisms underlying children’s school enrollment in Zambia.

McCoy¹,

Zuilkowski²,

Fink³

2015

Developmental Psychology

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“…No instructions were given except that bags were to be used in a numerical order. Supportiveness was computed as a composite score of three highly correlated subscales (r = .67 to .96, p < .001), which is a common approach in EHSRE studies (e.g., Lugo-Gil & Tamis-LeMonda, 2008). These subscales included parental sensitivity (e.g., mother takes the child's perspective, accurately perceives the child's cues, and responds appropriately), parental stimulation of children's development (e.g., mother demonstrates teaching behaviors to increase the child's abilities), and positive regard (e.g., mother demonstrates love, respect, and admiration).…”

Section: Methodsmentioning

confidence: 99%

“…For example, Raikes et al (2007) found that parenting quality mediated mother-child interactions and children's self-regulatory growth during the children's first 3 years. Lugo-Gil and Tamis- LeMonda (2008) found that lower-quality parenting reduced children's early cognitive development. Mistry et al (2010) found that parenting quality mediated the timing of exposure to risk factors and school readiness.…”

mentioning

confidence: 99%

“…Specifically, regardless of a household's socioeconomic status, maternal support is linked to children's cognitive development through the quality of parenting embodied by maternal sensitivity, warmth, and promotion of the child's agenda in play (TamisLeMonda, Shannon, Cabrera, & Lamb, 2004). Maternal supportiveness is related to children's cognitive outcomes beyond such factors as maternal education and family income (Lugo-Gil & Tamis-LeMonda, 2008). Moreover, early maternal supportiveness has been linked to children's cognitive performance at later ages (Chazan-Cohen et al, 2009).…”

mentioning

confidence: 99%

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Longitudinal Connections of Maternal Supportiveness and Early Emotion Regulation to Children’s School Readiness in Low-Income Families

Brophy‐Herb

Zajicek-Farber

Bocknek

et al. 2013

Journal of the Society for Social Work and Research

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Maternal supportiveness and children's emotion regulation are considered crucial for the development of school readiness, and enhancing both is particularly important for children from low-income families who are at higher risk for reduced school readiness. This study uses latent growth curve analysis to examine longitudinal connections between maternal supportiveness and toddler emotion regulation as predictors of children's cognitive school readiness at age 5 and as mediators of the relation between family demographic risk and cognitive school readiness. The sample includes 1,258 mother-child dyads enrolled in the Early Head Start Research Evaluation project. Results support the hypothesized connections between initial and subsequent growth in maternal supportiveness and children's emotion regulation with later cognitive school readiness. Children's initial emotion regulation and growth in emotion regulation partially mediate the relation between initial maternal supportiveness and school readiness. Maternal supportiveness, but not emotion regulation, partially mediates the effects of demographic risk on school readiness. Tests of gender moderation indicate that model effect sizes in the relation between maternal supportiveness and emotion regulation are more robust for girls. Findings imply that enhancing early maternal supportiveness and children's emotion regulation benefits children's early learning readiness. Limitations of the study and future directions are considered as well.

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“…Bottom-up effects are commonly encountered in practice. For example, family data are intrinsically hierarchical in nature: Parent variables are associated with the family (cluster) level and children are nested within families, yet a great deal of research shows that children can impact family-level variables (e.g., Bell, 1968;Bell & Belsky, 2008;Kaugars, Klinnert, Robinson, & Ho, 2008;Lugo-Gil & Tamis-LeMonda, 2008). To date, three approaches have been used to circumvent this issue when mediation hypotheses are tested with multilevel data: two-step analyses, aggregation, and disaggregation.…”

Section: Second Limitation Of Mlm Framework For Multilevel Mediation:mentioning

confidence: 99%

A general multilevel SEM framework for assessing multilevel mediation.

Preacher

Zyphur

Zhang

2010

Psychological Methods

3,089

3,051

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Several methods for testing mediation hypotheses with 2-level nested data have been proposed by researchers using a multilevel modeling (MLM) paradigm. However, these MLM approaches do not accommodate mediation pathways with Level-2 outcomes and may produce conflated estimates of between-and within-level components of indirect effects. Moreover, these methods have each appeared in isolation, so a unified framework that integrates the existing methods, as well as new multilevel mediation models, is lacking. Here we show that a multilevel structural equation modeling (MSEM) paradigm can overcome these 2 limitations of mediation analysis with MLM. We present an integrative 2-level MSEM mathematical framework that subsumes new and existing multilevel mediation approaches as special cases. We use several applied examples and accompanying software code to illustrate the flexibility of this framework and to show that different substantive conclusions can be drawn using MSEM versus MLM. Researchers in behavioral, educational, and organizational research settings often are interested in testing mediation hypotheses with hierarchically clustered data. For example, Bacharach, Bamberger, and Doveh (2008) investigated the mediating role of distress in the relationship between the intensity of involvement in work-related incidents and problematic drinking behavior among firefighting personnel. They used data in which firefighters were nested within ladder companies and all three variables were assessed at the subject level. Using data from customer service engineers working in teams, Maynard, Mathieu, Marsh, and Ruddy (2007) found that team-level interpersonal processes mediate the relationship between team-level resistance to empowerment and individual job satisfaction. Both of these examples-and many others-involve data that vary both within and between higher level units. Traditional methods for assessing mediation (e.g., Baron & Kenny, 1986;MacKinnon, Lockwood, Hoffman, West, & Sheets, 2002;MacKinnon, Warsi, & Dwyer, 1995) are inappropriate in these multilevel settings, primarily because the assumption of independence of observations is violated when clustered data are used, leading to downwardly biased standard errors if ordinary regression is used. For this reason, several methods have been proposed for addressing mediation hypotheses when the data are hierarchically organized.These recommended procedures for testing multilevel mediation have been developed and framed almost exclusively within the standard multilevel modeling (MLM) paradigm (for thorough treatments of MLM, see Bryk, 2002, andSnijders &Bosker, 1999) and implemented with commercially available MLM software, such as SAS PROC MIXED, HLM, or MLwiN. For example, some authors have discussed models in which the independent variable X, mediator M, and dependent variable Y all are measured at Level 1 of a two-level hierarchy (a 1-1-1 design, adopting notation proposed by Krull & MacKinnon, 2001), 1 and slopes either are fixed (Pituch, Whittaker, & Stapleton, 2005...

show abstract

Family Resources and Parenting Quality: Links to Children’s Cognitive Development Across the First 3 Years

Cited by 275 publications

References 76 publications

Poverty, physical stature, and cognitive skills: Mechanisms underlying children’s school enrollment in Zambia.

Poverty, physical stature, and cognitive skills: Mechanisms underlying children’s school enrollment in Zambia.

Longitudinal Connections of Maternal Supportiveness and Early Emotion Regulation to Children’s School Readiness in Low-Income Families

A general multilevel SEM framework for assessing multilevel mediation.

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