A longitudinal assessment of the home literacy environment and early language

This longitudinal assessment concentrated on the relation between the home literacy environment (HLE) and early language acquisition during infancy and toddlerhood. In study 1, after controlling for socio‐economic status, a broadly defined HLE predicted language comprehension in 50 infants. In study 2, 27 children returned for further analyses. Findings revealed that the HLE measured in infancy predicted language production in toddlerhood and maternal redirecting behaviours measured in toddlerhood were negatively associated with expressive language. Results across both studies indicate the importance of a broadly defined HLE (including joint attention and parent–child conversation) for language development. Taken together, these findings highlight the importance of the HLE in supporting both receptive and expressive vocabulary growth in the second and third years of life. Copyright © 2011 John Wiley & Sons, Ltd.     

Intergenerational transmission of literacy skills among Filipino families

We examined the joint role of parental word reading skills and conventional home literacy environment measures among 320 Filipino low‐ to middle‐income families in Cebu City, Philippines with children aged 5–8 years old. A ranking of parent‐reported ratings of their frequency of engaging in home literacy activities and adult literacy practices revealed that book‐related behaviors were less frequently practiced relative to other behaviors, and mean ratings on the home literacy resources scale suggested a relatively print‐poor environment. Nevertheless, scale items about book reading and direct literacy instruction at home correlated with child's language and literacy skills. Structural equation modeling showed that parent's education and frequency of engaging in home literacy activities uniquely accounted for variance in child's oral language and print knowledge skills. In a second model, parent's word reading skills were significantly related to child's skills, but did not eliminate or attenuate influences from parent's education and home literacy activities. Results are important in relation to theories on the intergenerational transmission of literacy skills and the generalizability of findings from developed countries to developing country contexts.     

Early language outcomes in Argentinean toddlers: Associations with home literacy,screen exposure and joint media engagement

This study aimed to analyse the contribution of mothers' home literacy beliefs and practices and the quantity and quality of screen media exposure on Argentinean toddler's language. In addition, we considered parent–child joint engagement, as well as adult scaffolding behaviours during the use of electronic devices. A total of 465 mothers of 18–36 months old children completed an online survey including: the MacArthur Bates CDI, home literacy, screen exposure, joint engagement and scaffolding questionnaires. We observed positive effects of literacy beliefs, PC times and verbal scaffolding on language outcomes. TV exposure contributed negatively to vocabulary and, along with educational content, to sentence use. Shared reading and screen media experiences can be an opportunity for language stimulation, provided there is dialogue and joint engagement. Passive screen exposure and inadequate content may be detrimental for toddlers' language outcomes, probably by displacement of socially significant interactions.     

The effects of a community-based literacy program on young children's language and conceptual development

Effects of a community-based literacy program on 1−, 2−, and 3-year-old children's language and conceptual development were assessed. University students were trained to teach Head Start parents effective methods for reading to their children. Families were randomly assigned to receive 18, 3, or 0 instructional visits. Results indicated that parents in the 18-instructional-visit program increased their participation in appropriate literacy behaviors such as reading to their children, teaching concepts to their children, and using the library, more than parents in the 0-instructional-visit groups. Children in the 18-instructional-visit program showed greater gains in language and conceptual development than children in the 0-instructional-visit group. Few differences were found between children in the 3-visti and 0-instructional-visit groups. Thus, only a high-intensity community-based intervention designed to train parents was effective in increasing emergent literacy in low-income ethnic children. Supported by Commission on National and Community Service grant 92HELOCA0039, the Dr. Seuss Foundation, Head Start, and the College of Sciences at San Diego State University. The authors gratefully acknowledge William A. Hillix, Leah K. Gensheimer, and Larry Fenson for their helpful reviews of drafts of this article, Florence Goldman for her training of tutors in techniques for developing emergent literacy, and the many students who assisted in the implementation and evaluation of this project.     

Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input

It is widely believed that reading to preschool children promotes their language and literacy skills. Yet, whether early parent–child book reading is an index of generally rich linguistic input or a unique predictor of later outcomes remains unclear. To address this question, we asked whether naturally occurring parent–child book reading interactions between 1 and 2.5 years‐of‐age predict elementary school language and literacy outcomes, controlling for the quantity of other talk parents provide their children, family socioeconomic status, and children's own early language skill. We find that the quantity of parent–child book reading interactions predicts children's later receptive vocabulary, reading comprehension, and internal motivation to read (but not decoding, external motivation to read, or math skill), controlling for these other factors. Importantly, we also find that parent language that occurs during book reading interactions is more sophisticated than parent language outside book reading interactions in terms of vocabulary diversity and syntactic complexity.     

Influence of oral language and phonological awareness on children's bilingual reading

The purpose of this study was to assess the roles of oral language and phonological awareness on reading performance in grade 3 bilingual students. Several hierarchical models assessed the best predictors of third grade English and Spanish word attack, word identification and reading comprehension. Predictor variables were measures of phonological awareness, expressive vocabulary, receptive vocabulary, and syntax in both English and Spanish. The results showed that within language contributions of expressive vocabulary and syntax best predicted literacy when compared to phonological awareness measures.     

Intrinsic reading motivation of Chinese preschoolers and its relationships with home literacy

The relationship between intrinsic motivation and home literacy of preschoolers was explored. One hundred and seventy-seven preschool children (3.8 to 6.6 years old) in Mainland China and one of the parents who primarily took care of each child participated in the study. Six indicators were considered as a measure of home literacy. Results showed that after controlling for parents' education level and children's age, three home literacy indicators-parental model of reading behaviour, number of books, and years of character teaching-could explain children's intrinsic reading motivation. Contrary to previous Western studies, Chinese children's freedom of book choice was not related to their intrinsic reading motivation. Results are discussed in the context of culture differences.     

Parenting typologies in Georgian and Belgian adolescents: Associations with self-esteem

The parenting context is of fundamental importance for the optimal development of adolescents. Making use of a person-centered approach, we derived parenting typologies from the perspective of Georgian and Belgian adolescents based on four dimensions of perceived parenting (responsiveness, structure, psychological control, and autonomy support). Further, we examined how perceived parenting typologies were associated with adolescents' self-esteem. The study sample included 511 Georgian and 830 Belgian adolescents (N = 1341; 48% female). A cluster-analytic procedure on the full sample was conducted separately for mothers and fathers. The analysis yielded five parenting typologies: Supportive—Highly structuring (high responsiveness and structure), Highly structuring—Moderately controlling (high structure and psychological control, moderate—responsiveness), Supportive—Low structuring/controlling (high responsiveness and autonomy support, low structure and psychological control), Highly controlling (very high psychological control, low responsiveness and autonomy support) and Uninvolved (low on all dimensions). Results indicated that the Highly structuring—Moderately controlling paternal cluster was more prevalent in the Belgian sample. A country-moderating effect was found with the paternal Uninvolved profile associated with low levels of self-esteem in Belgian adolescents, but with moderate levels of self-esteem in Georgian adolescents.     

Bidirectional Associations Among Sensitive Parenting,Language Development,and Social Competence

Rapid changes in language skills and social competence, both of which are linked to sensitive parenting, characterize early childhood. The present study examines bidirectional associations among mothers' sensitive parenting and children's language skills and social competence from 24 to 36 months in a community sample of 174 families. In addition, this study examines how these developmental pathways vary by child sex. Findings indicate stability across time in sensitive parenting, expressive language skills, and social competence, as well as positive main effects of sensitive parenting on expressive and receptive language skills for girls and boys. We find mixed evidence over time of reciprocal links between social competence and sensitive parenting. Further, boys' receptive language skills at 24 months uniquely contribute to increases in mothers' observed sensitive parenting from 24 to 36 months. These findings highlight the utility of applying transactional frameworks to the study of sex‐based differences in early developmental processes. Copyright © 2012 John Wiley & Sons, Ltd.     

Aggression in Toddlers: Associations With Parenting and Marital Relations

This study examined the relation among parenting factors, marital relations, and toddler aggression. A structured questionnaire was administered to both parents of 254 2-year-olds. The authors used correlation and hierarchical multiple regression analyses to assess the extent to which certain personality traits, drug use, parenting style, and marital conflicts were related to the toddlers' aggressive behavior. Results showed that the maternal child-rearing and parental aggression domains had a direct effect on toddler aggression. The domain of maternal child rearing also served as a mediator for the domains of marital relations, paternal child rearing, parental aggression, and parental drug use. The findings indicated that maternal child-rearing practices, personality attributes, and drug use were more important than paternal attributes in relation to toddler aggression. Implications for prevention among families at risk are discussed.     

The Role of Parent Education and Parenting Knowledge in Children's Language and Literacy Skills among White,Black, and Latino Families

This study investigated the role of parenting knowledge of infant development in children's subsequent language and pre‐literacy skills among White, Black and Latino families of varying socioeconomic status. Data come from 6,150 participants in the Early Childhood Longitudinal Study–Birth Cohort. Mothers' knowledge of infant development was measured when children were 9 months old, and child language and pre‐literacy skills were measured during the fall of the preschool year prior to Kindergarten when children were approximately four years old. Mothers' knowledge of infant development was uniquely related to both maternal education and race/ethnicity. Reported sources of parenting information/advice also varied by education and race/ ethnicity and were related to parenting knowledge. Further, controlling for demographic factors, parenting knowledge partially mediated the relation between parent education and child language and pre‐literacy skills, and this relation differed by race/ethnicity. One way to eliminate socioeconomic status achievement gaps in children's early language and literacy skills may be to focus on parents' knowledge of child development, particularly in Latino families. Copyright © 2015 John Wiley & Sons, Ltd.     

Factors influencing young children's risk of unintentional injury: Parenting style and strategies for teaching about home safety

This study examined mothers' teaching about home-safety issues to 24–30 month and 36–42 month old children, explored the relationship of teaching strategies to parenting styles, and assessed how these factors are related to children's risk of unintentional injury. A structured interview assessed home-safety issues relevant to falls, burns, cuts, poisoning, and suffocation/strangulation/choking. Mothers identified safety issues relevant to her child, and indicated the type and extent to which she utilized teaching as a strategy to address each safety issue. Standardized questionnaires provided information about parenting style and children's history of injuries. Results revealed that mothers' endorsements of home-safety issues did not vary with child age, mothers used teaching to manage safety issues for all types of injuries, and type of teaching strategy (explanations, rules, behavior modification) varied with parenting style. Greater use of explaining and less rule usage was linked to permissive parenting; these teaching strategies predicted children's medically-attended injury among highly-permissive mothers. Thus, teaching about safety is a common risk-management strategy mothers use to address hazards in the home. However, the specific type of teaching strategy used varies with parenting style, which has implications for children's risk of injury.     

Identity styles in the Georgian context and associations with parenting dimensions

Abstract

Information-oriented, normative, and diffuse-avoidant identity styles represent social-cognitive approaches used by young people to seek and process self-relevant information. The present study is a first investigation of identity styles and their association with parenting dimensions in Georgia – a context that is considerably understudied in identity research. Previous research has indicated that identity styles, along with identity commitment, are linked with maternal and paternal parenting dimensions. In the present investigation we used SEM analysis to study this relationship. We used data from 650 Georgian emerging adults between the ages of 17–30 (46.6% male) using the Identity Style Inventory-5 (ISI-5) and scales for parental support, behaviour control, and psychological control. Findings indicated that the normative and diffuse-avoidant identity styles are positively correlated with each other and negatively correlated with the information-oriented style and with commitment. Only the information-oriented style was positively associated with commitment. Perceived parental support and maternal behavioural control were positively associated with the information-oriented style, whereas both parents’ behavioural and psychological control were more highly correlated with the normative style. Both parents’ psychological control was positively correlated with the diffuse-avoidant style. These results, which indicated considerable differences from the research results in other countries, are discussed in the light of the Georgian context.     

Parenting and child body mass index: Longitudinal investigation of maternal and paternal influence

The aim of this study was to investigate the cross‐sectional and longitudinal relationships between general parenting and body mass index (BMI) status of children between the ages of 4 and 7 in Australia. A nationally representative sample of 4,423 children (49% female) and their parents was used for the present study. Measures of parental demandingness and responsiveness were completed by parents at child age 4–5 years. Height and weight measurements of children were taken at child age 4–5, and again at 6–7, from which BMI status was calculated. No influence of mothers' parenting on child BMI status was shown, and fathers' responsiveness was found to be predictive of increased risk for overweight/obesity at 6–7 years. While the present study is complicated by measurement issues, findings suggest that increased risk for overweight in young children may be associated with responsiveness in fathers. Obesity prevention programs involving parents should take into account the influence of fathers' parenting on child BMI status.     

The Relationship Between Parenting Style and Children's Adjustment: The Parents' Perspective

We examined the relationship between authoritative and authoritarian parenting styles and socio-emotional adjustment in elementary school children as reported from the parents' perspective. Mothers of first through fifth graders provided information about parenting style as well as children's competencies and problem behaviors. Teachers provided ratings of children's adjustment for a subset of the participants. Results indicated that authoritative parenting was associated negatively with parent- and teacher-rated maladaptive behavior, and positively with indicators of healthy adjustment. Correlations between authoritarian parenting and adjustment were either small or non-significant. Regression analyses indicated that authoritative parenting was more predictive of children's competence than maladaptation (22% versus 10% of variance). The effects of parenting style on adjustment were not moderated by demographic variables, such as the child's gender, grade level, ethnicity, and family income.     

Maternal Childhood Sexual Trauma and Early Parenting: Prenatal and Postnatal Associations

Existing research suggests that approximately 19% of females experience childhood sexual trauma (CST). Little is known, however, about the parenting behaviour of mothers who have experienced CST. Using propensity‐matched controls, the present study examines prenatal psychosocial distress, postnatal depressive symptomatology, and caregiving behaviours of women reporting CST at or before the age of 14. Data for these analyses were obtained from mother reports and from observational protocols from a longitudinal study of low‐income, rural families. Propensity score methodology was used to create a contrast group matched on family of origin variables in an effort to isolate and examine the long‐term associations of CST beyond the effects of other childhood adversities such as poverty. Study findings provide evidence that women with CST histories report greater prenatal psychosocial distress compared to women without trauma histories. Findings further provide evidence for a spillover process from prenatal distress to the broader caregiving system including less sensitive parenting through postnatal depressive symptoms for women with CST histories. These results highlight the importance of screening for CST and psychosocial distress and depression prenatally. Interventions for women with CST histories and directions for future study are proposed. Copyright © 2016 John Wiley & Sons, Ltd.     

大学生价值取向的特点及其与家庭因素的相关研究

采用问卷法对大学生的价值取向及其与家庭因素的关系进行了研究。发现当代大学生的价值取向呈现出注重平等、公正,男生比女生更看重个人发展的特点;相对来说,不重视个人需要的表达,而对权威的服从表现了相当的重视;大学生价值取向的特点状况与家庭因素,尤其与父母的养育风格、个体认同的影响源密切相关。     

Understanding print: early reading development and the contributions of home literacy experiences

This study explored the development of children's early understanding of visual and orthographic aspects of print and how this is related to early reading acquisition. A total of 474 children, ages 48 to 83 months, completed standardized measures of phonological awareness and early reading skills. They also completed experimental tasks that tapped their understanding of what constitutes "readable" print. The parents of participants completed a questionnaire regarding their children's home literacy experiences. The data showed systematic development in children's understanding of print conventions and English orthography and spelling. Regression analyses indicated that print knowledge was related to early reading skill, even after accounting for variance due to age and phonological awareness. Furthermore, parents' ratings of the extent of their children's involvement in activities that led to practice in reading and writing most consistently predicted the development of emerging literacy skills, including understanding of the conventions of the English writing system. Little relation between print knowledge and the frequency of storybook reading by adults was observed.     

父母教养方式与青少年网络成瘾:自我弹性的中介和调节作用检验

对2758名初中生的父母教养方式、网络成瘾和自我弹性进行问卷测查,考察父母教养方式与青少年网络成瘾的关系及自我弹性在其中的作用。结果表明:(1)控制无关变量后,专制和纵容教养显著正向预测网络成瘾。(2)自我弹性在权威和专制教养与网络成瘾之间有中介作用。(3)自我弹性在专制教养与网络成瘾之间有调节作用,专制教养与网络成瘾的正向联系在高自我弹性个体中要比在低自我弹性个体中更明显。