Low-Income Children's School Readiness: Parent Contributions Over the First Five Years

Chazan‐Cohen, Rachel; Raikes, Helen H.; Brooks‐Gunn, Jeanne; Ayoub, Catherine; Pan, Barbara Alexander; Kisker, Ellen Eliason; Roggman, Lori A.; Fuligni, Allison Sidle

doi:10.1080/10409280903362402

Cited by 145 publications

(103 citation statements)

References 48 publications

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“…In this case, children's regulatory skills might rise as steeply or even more steeply during the 14-to 36-month period, but their accumulated experience will be less. Although the effect sizes in the relation between maternal supportiveness and children's later school readiness were small, the effect sizes were similar to those reported by Chazan-Cohen et al (2009), suggesting that other environmental influences (factors) might also be at work.…”

Section: Maternal Supportivenesssupporting

confidence: 68%

“…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). Supportive parenting can have a direct or indirect impact on children's academic outcomes, and thus, might be an important mediator of the known effects of poverty (particularly, the lack of resources associated with poverty) on children's developmental outcomes (Sektnan, McClelland, Acock, & Morrison, 2010).…”

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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Section: Maternal Supportivenesssupporting

confidence: 68%

mentioning

confidence: 99%

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

View full text Add to dashboard Cite

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“…More specifically, improved learning outcomes have been found when parents engage with their child's learning at home by reading and playing mathematics games together, communicating high educational expectations, and talking with their child about their school activities and interests (Castro et al, 2015;Fox & Olsen, 2014;Harris & Goodall, 2007;Perkins & Knight, 2014;Van Voorhis, Maier, Epstein, & Lloyd, 2013). Such forms of parent engagement have also been shown to benefit children's social and emotional development (Chazan-Cohen et al, 2009;Fantuzzo, McWayne, Perry, & Childs, 2004;Mistry, Benner, Biesanz, & Clark, 2010;Powell, Son, File, & San Juan, 2010), and improve student attendance and school retention (McNeal, 2001). This vast body of literature clearly demonstrates the many benefits that arise when parents engage with their child's learning at home.…”

Section: Parent Engagement In Child Learningmentioning

confidence: 99%

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Povey

Campbell

Willis

et al. 2016

International Journal of Educational Research

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In an increasingly globalised and technological world, job market success in developed countries such as Australia depends on the attainment of post-secondary qualifications. However, young Australians do not all have an equal opportunity to attain this necessary level of education. As it currently stands, approximately two-and-a-half years of schooling separates the achievement scores of students in the highest and lowest socioeconomic quartiles, and student achievement differs significantly according to location (e.g. rural or metropolitan) and cultural background. All Australian governments have recognised the need to increase quality and equity in Australian schooling and one of the key ways in which they are currently seeking to achieve this is through improving parent-school partnerships and parent engagement in child learning.The critical importance of engaging parents in their child's learning and building parent-school partnerships has been established in the international literature but research in the Australian context is limited. It is well documented that disadvantaged parents, which in Australia would include Indigenous parents and those from lower socio-economic statuses, tend to have lower levels of engagement in their child's school and learning, and face additional barriers to engagement when compared to more advantaged parents. Our results are consistent with these previous findings.Although Principals from disadvantaged schools were just as likely as those from more advantaged schools to report using a range of engagement strategies, they were significantly less likely to find many methods effective in involving parents in their school. Furthermore, a less positive culture of parent volunteerism was reported by P&C Presidents from disadvantaged schools. This suggests that those schools in which the children stand to gain the most from increasing levels of parent engagement, are the same schools finding their efforts to engage parents the least effective. These findings highlight the need to identify what does work in disadvantaged schools and to ensure that interventions are tailored to the specific needs of these schools, as applying uniform strategies across all schools may only compound the advantage of those already doing well. Principals in this study emphasised different barriers to parent involvement according to the school's level of advantage. Time-pressure factors such as work and family responsibilities were more likely to be identified in more advantaged schools, whereas parent factors such as a lack of interest and a lack of confidence, along with transportations problems, were more likely to be identified in disadvantaged schools. This information can be used to guide the future development of interventions.

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“…Whereas the learning opportunities afforded by home environments have received much scrutiny and appear to contribute significantly to children's developmental outcomes (e.g., Chazan-Cohen et al 2009), the learning environments outside of the home are more recently receiving comparable attention from the research and policy communities.…”

mentioning

confidence: 99%

Family Child Care Learning Environments: Caregiver Knowledge and Practices Related to Early Literacy and Mathematics

Phillips

Morse

2011

Early Childhood Educ J

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This paper presents findings from a stratifiedrandom survey of family child care providers' backgrounds, caregiving environments, practices, attitudes, and knowledge related to language, literacy, and mathematics development for preschool children. Descriptive results are consistent with prior studies suggesting that home-based providers are older, less educated, and care for a wider agerange of children than center-based providers. Provider education was unrelated to performance on the knowledge assessment and to endorsed learning goals and practices whereas years of experience demonstrated some relations with caregiving practices but was negatively related to pedagogical knowledge. Providers favorably endorse regular implementation of educationally-related activities and play with literacy-and math-related materials, but may lack the specific expertise and curricular support to best support the early development of key early language, literacy, and math skills.

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Low-Income Children's School Readiness: Parent Contributions Over the First Five Years

Cited by 145 publications

References 48 publications

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

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

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Family Child Care Learning Environments: Caregiver Knowledge and Practices Related to Early Literacy and Mathematics

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