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

Autor/inn/en	Rowe, Meredith L.; Denmark, Nicole; Harden, Brenda Jones; Stapleton, Laura M.
Titel	The Role of Parent Education and Parenting Knowledge in Children's Language and Literacy Skills among White, Black, and Latino Families
Quelle	In: Infant and Child Development, 25 (2016) 2, S.198-220 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.1924
Schlagwörter	Parent Role; Parent Child Relationship; Literacy; Hispanic Americans; Race; Ethnicity; Child Language; Socioeconomic Status; Language Acquisition; Infants; Child Development; Language Skills; Preschool Children; Measures (Individuals); Educational Attainment; Parent Background; Achievement Gap; Longitudinal Studies; Surveys; Whites; African Americans; Mothers; Knowledge Level; Information Sources; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Parental role; Elternrolle; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Hispanic; Hispanoamerikaner; Rasse; Abstammung; Ethnizität; 'Children''s language'; Kindersprache; Socio-economic status; Sozioökonomischer Status; Sprachaneignung; Spracherwerb; Infant; Toddler; Toddlers; Kleinkind; Kindesentwicklung; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Bildungsabschluss; Bildungsgut; Elternhaus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; White; Weißer; Afroamerikaner; Mother; Mutter; Wissensbasis; Information source; Informationsquelle
Abstract	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. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01