Maternal Socio-Ecological Antecedents and Children's School Readiness

Autor/inn/en	Orr, Edna; Caspi, Rinat
Titel	Maternal Socio-Ecological Antecedents and Children's School Readiness
Quelle	In: Educational and Developmental Psychologist, 38 (2021) 2, S.227-237 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Orr, Edna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2059-0776
DOI	10.1080/20590776.2021.1965856
Schlagwörter	Mothers; Individual Characteristics; School Readiness; Gender Differences; Kindergarten; Preschool Teachers; Preschool Children; Parent Child Relationship; Interaction; Age Differences; Family Size; Employment Level; Parent Background; Educational Attainment; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Mother; Mutter; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Readiness for school; School ability; Schulreife; Geschlechterkonflikt; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Age; Difference; Age difference; Altersunterschied; Familiengröße; Beschäftigungsgrad; Elternhaus; Bildungsabschluss; Bildungsgut; Ausland
Abstract	Objective: This study aimed to examine the effects of maternal demographics, interaction quality, and children's gender on school readiness using different informants. Method: Participants recruited for this study included 25 kindergarten teachers, 271 mothers, and their kindergarten children (169 girls and 102 boys with a mean age of 4.28 years). Mothers were asked to provide demographic information and complete a questionnaire regarding their interaction quality with their children. Kindergarten teachers assessed children's school readiness. Results: Structural equation modelling was employed to examine two layers: the effect of maternal antecedents on maternal interaction quality, and the role of maternal antecedents, maternal interaction quality, and child's gender on school readiness. The results indicated that maternal interaction quality was affected by maternal age, family size, and working hours. Maternal interaction quality, maternal education, and child's gender were triadic modalities found to be associated with school readiness. Conclusions: This study provides additional insights into the socioecological factors that shape children's academic outcomes and emphasizes school readiness as a salient factor affirming school entrance affected by multiple factors that may not solely depend on the child. This may ensure the requirement for comprehensive and inclusive directions concerning school readiness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01