Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk.

Landry, Susan H.; Smith, Karen E.; Miller-Loncar, Cynthia L.; Swank, Paul R.

doi:10.1037/0012-1649.33.6.1040

Cited by 349 publications

(324 citation statements)

References 61 publications

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“…Optimal parenting has been predictive of children's lower behavior problems and greater social competence in the context of adversity (Collins, Maccoby, Steinberg, Hetherington, & Bornstein, 2000;Landry, Smith, Miller-Loncar, & Swank, 1997;Linver, BrooksGunn, & Kohen, 2002). One important aspect of competent parenting is dyadic connectedness, which reflects mutual engagement, shared pleasure, and reciprocity between children and their caregivers.…”

Section: Child-mother Interactionmentioning

confidence: 99%

Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences.

Li‐Grining

2007

Developmental Psychology

280

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Existing developmental models of effortful control focus more on the roles of child characteristics and parenting and focus less on the contributions of poverty-related stressors to individual differences in children's self-regulatory competence. Using a representative sample of low-income, predominantly African American and Latino children (n ϭ 439), the author examined effortful control at ages 2-4 and again 16 months later. Delayed gratification showed moderate stability and improvement over time. Risk factors were associated with individual differences in these developmental patterns, net of child age, gender, temperament, and child-mother connectedness. Low birth weight compromised preschoolers' delayed gratification and executive control. Exposure to more sociodemographic and residential stressors jeopardized children's executive control but did not jeopardize delayed gratification.

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Section: Child-mother Interactionmentioning

confidence: 99%

Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences.

Li‐Grining

2007

Developmental Psychology

280

250

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“…We consider first the literature concerning quality language instruction, which largely draws from socialinteractionist theories of language acquisition (e.g., Baumwell, Tamis-LeMonda, & Bornstein, 1997;Chapman, 2000;Landry, Miller-Loncar, Smith, & Swank, 1997). These theorists view language acquisition as a psychobiological process to which "frequent, relatively well-tuned affectively positive verbal interactions" are critical for supporting language growth in early childhood (Chapman, 2000, p. 43).…”

mentioning

confidence: 99%

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Justice

Mashburn

Hamre

et al. 2008

Early Childhood Research Quarterly

510

298

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Policy-makers, administrators, researchers, and teachers are increasingly vested in ensuring the quality of preschool instruction, particularly in the areas of language and literacy. This research was conducted to characterize the quality of language and literacy instruction in 135 publiclyfunded preschool classrooms serving at-risk pupils. As all teachers in these classrooms were implementing the same language and literacy curriculum, we also studied the interrelationships among procedural fidelity to a prescribed curriculum and the quality of language and literacy instruction, determining whether procedural fidelity is associated or disassociated with quality instruction. Results showed that the quality of language and literacy instruction in classrooms was low, with few teachers delivering high quality instruction. Although teachers were able to implement a prescribed language and literacy curriculum with a high degree of procedural fidelity, this was not associated with quality instruction. Few structural characteristics of classrooms of teachers were systematically associated with quality of instruction. Findings have important implications for professional development of teachers by suggesting a need for a sustained and coherent focus on the process of instruction to elevate instructional quality in language and literacy.Two-thirds of 4-year-olds currently participate in early education programs, and this figure is growing annually in light of many state-level initiatives to expand enrollment or provide universal access to preschool for 4-year-old children (Barnett & Yarosz, 2004). Complementing these initiatives are movements to improve the quality of instruction within preschool programs, particularly in the area of language and literacy. As an example, the U.S. Department of Education's Early Reading First program provides funds to preschool programs to support their achievement of "excellence" in programming, particularly the provision of high-quality instruction in literacy and language through improved classroom print richness, professional development for staff, and implementation of scientificallybased curricula. The anticipated outcome of such proactive and prevention-oriented initiatives is that more children will enter school with the skills and competencies needed to succeed in early and later reading instruction.Educational-policy initiatives that seek to improve the quality of early education, particularly in the area of literacy and language instruction, are grounded in developmental theory and empirical evidence emphasizing the continuity between children's early literacy and language development and their later achievement of skilled reading (e.g., Catts, Fey, Zhang, & Tomblin, 2001;Lonigan, 2006;Storch & Whitehurst, 2002;Whitehurst & Lonigan, 1998). Evidence shows that children with well-developed language and literacy Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this ear...

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“…Robust effects of biological and social contextual factors such as child gender, temperament, birthweight premature birth, caregiver interactive style, culture, and demographics on multiple specific aspects of language development have also been reported, which may account for some of this variation Goldfield & Snow, 2005;Hart & Risley, 1995;Landry et al, 1997;Massey, 1996;Morisset, Barnard, & Booth, 1995;Spiker et al, 2002).…”

Section: Individual Differences and The Effects Of Biological And Socmentioning

confidence: 99%

Translational research on early language development: Current challenges and future directions

Beeghly

2006

Develop. Psychopathol.

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There is a pressing need for the early and accurate identification of young children at risk for language and other developmental disabilities and the provision of timely, age-appropriate intervention, as mandated by Part C of the Individuals with Disabilities Education Act. Research has shown that early intervention is effective for many language impaired children in different etiological groups, and can reduce the functional impact of persistent disorders on children and their families. Yet, the accurate identification of infants and toddlers at risk for language impairment remains elusive, especially for late-talking children without obvious genetic or neurological conditions. In this paper, the need for translational research on basic processes in early language development in typical and atypical populations and the contextual factors that affect them are discussed, along with current challenges and future directions for its successful implementation. Implications of this research for clinical evidence-based practice are also considered.

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Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk.

Cited by 349 publications

References 61 publications

Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences.

Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences.

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Translational research on early language development: Current challenges and future directions

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