Mitigating the Effects of Family Poverty on Early Child Development through Parenting Interventions in Primary Care

Cates, Carolyn Brockmeyer; Weisleder, Adriana; Mendelsohn, Alan L.

doi:10.1016/j.acap.2015.12.015

Cited by 76 publications

(53 citation statements)

References 42 publications

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“…Understanding word learning is part of the scientific community's attempt to characterize the human capacity for language (e.g., Landau & Gleitman, 1985;Smith, Jones, Landau, Gershkoff-Stowe, & Samuelson, 2002, and many others). The question of how children learn words has also taken on new urgency because of the possibility that intervention might elevate the early language skills of children in disadvantaged social groups and thereby (it is hoped) reduce social inequalities in school readiness and performance (e.g., Cates, Weisleder, & Mendelsohn, 2016;Fernald, Marchman, & Weisleder, 2013;Hart & Risley, 1995).…”

Section: University Of Pennsylvaniamentioning

confidence: 99%

Quantitative Linguistic Predictors of Infants’ Learning of Specific English Words

Swingley

Humphrey

2017

Child Development

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To evaluate which features of spoken language aid infant word learning, a corpus of infant-directed speech (M. R. Brent & J. M. Siskind, 2001) was characterized on several linguistic dimensions and statistically related to the infants' vocabulary outcomes word by word. Comprehension (at 12 and 15 months) and production (15 months) were predicted by frequency, frequency of occurrence in one-word utterances, concreteness, utterance length, and typical duration. These features have been proposed to influence learning before, but here their relative contributions were measured. Mothers' data predicted learning in their own children better than in other children; thus, vocabulary is measurably aligned within families. These analyses provide a quantitative basis for claims concerning the relevance of several properties of maternal English speech in facilitating early word learning.

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Section: University Of Pennsylvaniamentioning

confidence: 99%

Quantitative Linguistic Predictors of Infants’ Learning of Specific English Words

Swingley

Humphrey

2017

Child Development

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“…The health system also serves as a referral source, linking parents to programs such as the Nurse–Family Partnership, Early Intervention, and the Special Supplemental Nutrition Program for Women, Infants, and Children [13,14,15]. Clinic based SR interventions are limited [16,17,18,19], but have successfully contributed to increased school readiness behaviors, such as book sharing and daily reading, among low-income children. Outside the child health system, society invests in early childhood education programs such as Head Start programs [4,9].…”

Section: Introductionmentioning

confidence: 99%

Parental Attitudes, Behaviors, and Barriers to School Readiness among Parents of Low-Income Latino Children

Peterson

Bruce

Patel

et al. 2018

IJERPH

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We sought to explore parental attitudes, behaviors, and barriers regarding school readiness in a county clinic serving low income, Latino children. Between December 2013–September 2014, we conducted a cross sectional survey of parents during 3–6 years well-child appointments about school readiness (SR) across: (1) attitudes/behaviors; (2) barriers; and (3) awareness; and (4) use of local resources. Most parents (n = 210, response rate 95.6%) find it very important/important for their child to know specific skills prior to school: take turns and share (98.5%), use a pencil and count (97.6%), know letters (99.1%), colors (97.1%), and shapes (96.1%). Over 80% of parents find education important and engage in positive SR behaviors: singing, practicing letters, or reading. Major barriers to SR were lack of knowledge for kindergarten readiness, language barriers, access to books at home, constraints on nightly reading, difficulty completing school forms, and limited free time with child. Awareness of local resources such as preschool programs was higher than actual utilization. These low-income, Latino parents value SR but lack knowledge to prepare their child for school and underutilize community resources such as free preschool programs. Pediatricians are uniquely positioned to address these needs, but more evidence-based interventions are needed.

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“…Reach Out and Read is an evidence‐based, primary care literacy promotion programme in which paediatric health professionals distribute books, provide anticipatory guidance regarding the importance of shared reading, and model interactive reading (Zuckerman & Khandekar, ). Reach Out and Read reaches approximately 25% of U.S. children within twice the poverty level, increases shared reading, and improves language outcomes among participating children (Cates, Weisleder, & Mendelsohn, ). We purposively sampled Spanish‐speaking Latino parents of children aged ≤3 years.…”

Section: Methodsmentioning

confidence: 99%

Perspectives on shared reading among a sample of Latino parents

Jiménez

Hudson

Lima

et al. 2018

Child

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Background: Paediatric professionals promote shared reading to facilitate school readiness, yet relatively few studies examine how parents from underserved communities consider this issue in their daily lives. We sought to understand shared reading within the broader context of parenting among Latino parents.Methods: We conducted in-depth interviews, purposively sampling Spanishspeaking, Latina mothers of children aged ≤3 years from an urban Federally Qualified Health Center. Interviews were recorded, transcribed, and analysed iteratively. We allowed themes to emerge from data rather than impose an a priori framework. We sought disconfirming evidence within interviews and collected additional data to ensure no new themes were identified (saturation).Results: We achieved saturation after 12 interviews. The median child age was 1.4 years. We identified four major themes: (a) All participants reported engaging in literacy promoting activities such as conversations, storytelling, play, and singing even if they did not read to their children daily. (b) Parents' attitudes regarding early learning and development influenced the extent to which parents engaged in shared reading with their child. (c) Participants described feelings that they ought to read daily with their children but were not and cited a variety of barriers. (d) Parents who engaged in frequent shared reading described it as a joyful and relaxed experience; parents who did not engage in shared reading described reading as instructing children or engaging in drills (e.g., teaching letters).Conclusion: Urban, Latina mothers who did not read regularly with their children nonetheless recognized its importance suggesting that existing programmes have raised awareness even among underserved families. Refinement of messaging may be needed to move past raising awareness to facilitating shared reading for some parents.

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Mitigating the Effects of Family Poverty on Early Child Development through Parenting Interventions in Primary Care

Cited by 76 publications

References 42 publications

Quantitative Linguistic Predictors of Infants’ Learning of Specific English Words

Quantitative Linguistic Predictors of Infants’ Learning of Specific English Words

Parental Attitudes, Behaviors, and Barriers to School Readiness among Parents of Low-Income Latino Children

Perspectives on shared reading among a sample of Latino parents

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