Mother-Child Interaction and Child Cognitive Development in Low-Income Black Children: A Longitudinal Study.

Autor/in	Blumenthal, Janet B.
Titel	Mother-Child Interaction and Child Cognitive Development in Low-Income Black Children: A Longitudinal Study.
Quelle	(1985), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Black Mothers; Child Rearing; Cognitive Development; Family Influence; Grandparents; Infants; Intelligence Differences; Longitudinal Studies; Low Income Groups; Parent Child Relationship; Parent Education; Parent Influence; Predictor Variables; Rejection (Psychology); Self Esteem; Toddlers; Videotape Recordings + Suchen Sie Ihr Suchwort? Schulleistung; Kindererziehung; Kognitive Entwicklung; Großeltern; Infant; Toddler; Toddlers; Kleinkind; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Prädiktor; Ablehnung; Self-esteem; Selbstaufmerksamkeit; Infants
Abstract	Sixty-two socioculturally homogeneous, low-income black mother/child pairs were tested and observed when the infants were 2, 6, 12, 18, 24, 30, and 36 months of age to determine the relationship between variability in parenting attitudes, skills, and behaviors and consequent variability in children's intellectual development. As expected, the children varied enormously in their 36-month cognitive test performance. Results confirm findings of other longitudinal studies showing that mother/child interaction in the early years is related to the child's intellectual development by age 3 years, especially responsiveness and sensitivity in the first 18 months, followed by skilled maternal verbal interaction and a generally non-hostile maternal approach from 18 to 36 months. Some psychological antecedents of mothers' interaction behavior were identified, such as the mother's self-esteem and her recall of her own mother's parenting style, especially rejection and control. Relationships, while apparently robust within the group, were susceptible to change. The project from which the sample was drawn was a parent education project that was very successful in enhancing mothers' interaction with their children. Program effects overrode initial differences in self-esteem and other related attitude variables for mothers participating in the program. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC