The effects of intervention and social class on children's answers to concrete and abstract questions

Feagans, Lynne; Fendt, Kaye

doi:10.1016/0193-3973(91)90035-3

Cited by 10 publications

(2 citation statements)

References 12 publications

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“…Family SES, including lower levels of parental education and family income, is the most consistent demographic variable linked to poorer child language development. Generally, children from lower SES families have been found to have a more restricted vocabulary, lower ability to answer complex questions, and lower overall use of language with others (Dollaghan et al, 1999;Feagans & Fendt, 1991;Fenson et al, 1994;Hoff, 2003;Hoff & Tian, 2005;Hoff-Ginsberg, 1991). Given this literature, there has been a growing need to investigate possible processes that underlie SES and ethnicity links to children's language.…”

Section: Ses Ethnicity and Maternal Parenting Stylementioning

confidence: 99%

Predictors of maternal language to infants during a picture book task in the home: Family SES, child characteristics and the parenting environment

Vernon–Feagans¹,

Pancsofar²,

Willoughby³

et al. 2008

Journal of Applied Developmental Psychology

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This study investigated the contribution of child characteristics and parenting environment to the relationship between family SES/demographic characteristics and maternal language to infants.1157 children were drawn from a representative sample of 1292 infants born to mothers in rural Appalachian counties and rural counties in southern minority U.S. communities. Mothers and their 6-8 month old babies were videotaped at home while talking about a wordless picture book. Mothers' language output and complexity were analyzed. Child temperament, age, and parenting environment (knowledge of child development and observed mother-child engagement) were predictors of maternal language. Furthermore, their inclusion reduced the magnitude of the association between demographic characteristics and maternal language. Tests of mediation suggested that the parenting environment partially mediates the relationship between SES/demographic characteristics and maternal language. Findings are discussed with respect to identifying proximal processes that explain how SES may exert its influence on the language of young children.

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Section: Ses Ethnicity and Maternal Parenting Stylementioning

confidence: 99%

Predictors of maternal language to infants during a picture book task in the home: Family SES, child characteristics and the parenting environment

Vernon–Feagans¹,

Pancsofar²,

Willoughby³

et al. 2008

Journal of Applied Developmental Psychology

View full text Add to dashboard Cite

show abstract

“…This evidence comes from experimental research on classroom-based interventions (e.g. Feagans and Fendt, 1991; Wasik and Hindman, 2011), book-reading interventions (Collins, 2016; Hammer and Sawyer, 2016; Huebner and Meltzoff, 2005; Valdez-Menchaca and Whitehurst, 1992), and also observational research conducted in Head Start as well as public preschool programs and elementary schools, including ethnically and linguistically diverse samples (Anderson and Phillips, 2017; Cash et al, 2019; Dickinson and Smith, 1994; Downer et al, 2012; Hamre and Pianta, 2005; Stipek et al, 1998). These studies examined various cognitive, language, and motivational outcomes, providing robust evidence that an overemphasis on lower level instruction is detrimental for low-income children and an emphasis on higher order thinking skills is especially beneficial.…”

Section: Introductionmentioning

confidence: 99%

Examining variation in the quality of instructional interaction across teacher-directed activities in head start classrooms

Kook

Greenfield

2020

Journal of Early Childhood Research

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High-quality instructional interaction, in which teachers engage children in conversations that support the development of higher order thinking skills, conceptual understanding, and advanced language skills, is associated with positive outcomes for preschool children. Classrooms serving low-income preschoolers tend to have lower levels of this kind of instruction and yet research suggests that it may be particularly important for these children. The aim of this study was to examine variation in the quality of instructional interactions in Head Start classrooms across different types of teacher-directed activities. Twenty-four Head Start classrooms were observed across four activity types (circle time, math activities, science activities, and storybook reading), and quality of instructional interaction was assessed using the Instructional Support domain of the Classroom Assessment Scoring System. Science activities and storybook reading were associated with higher quality instructional interaction compared with circle time, controlling for teacher characteristics and classroom contextual factors. Math activities were not associated with higher quality instructional interaction compared with circle time. Science and storybook reading may be natural entry points for supporting higher quality instructional interaction in Head Start classrooms.

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Child care choices: Low income mothers in bridgeport, connecticut

Herscovitch

1996

Child Youth Care Forum

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The effects of intervention and social class on children's answers to concrete and abstract questions

Cited by 10 publications

References 12 publications

Predictors of maternal language to infants during a picture book task in the home: Family SES, child characteristics and the parenting environment

Predictors of maternal language to infants during a picture book task in the home: Family SES, child characteristics and the parenting environment

Examining variation in the quality of instructional interaction across teacher-directed activities in head start classrooms

Child care choices: Low income mothers in bridgeport, connecticut

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