Maternal Mind-Mindedness and Children's School Readiness: A Longitudinal Study of Developmental Processes

Autor/inn/en	Bernier, Annie; McMahon, Catherine A.; Perrier, Rachel
Titel	Maternal Mind-Mindedness and Children's School Readiness: A Longitudinal Study of Developmental Processes
Quelle	In: Developmental Psychology, 53 (2017) 2, S.210-221 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000225
Schlagwörter	School Readiness; Longitudinal Studies; Child Language; Toddlers; Preschool Children; Cognitive Ability; Kindergarten; Mothers; Infants; Cognitive Development; Parent Child Relationship; Foreign Countries; Language Aptitude; Child Care; Prediction; Child Development; Canada; Metropolitan Readiness Tests; Bayley Mental Development Index; Bayley Scales of Infant Development + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; 'Children''s language'; Kindersprache; Infant; Infants; Toddler; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Denkfähigkeit; Mother; Mutter; Toddlers; Kognitive Entwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Sprachbegabung; Spracheignung; Kinderfürsorge; Kinderbetreuung; Vorhersage; Kindesentwicklung; Kanada
Abstract	This study aimed to test a 5-wave sequential mediation model linking maternal mind-mindedness during infancy to children's school readiness in kindergarten through a serial mediation involving child language and effortful control in toddlerhood and the preschool years. Among a sample of 204 mother-child dyads, we assessed maternal mind-mindedness when children were aged 1 year, child expressive vocabulary at age 2, effortful control at ages 3 and 4, and finally cognitive school readiness in kindergarten. The results corroborated the model, suggesting that the prospective association between early mind-mindedness and later cognitive school readiness was entirely mediated by the proposed sequence of mediators, all of which were necessary to account for this longitudinal association. These findings suggest that the potential of parental mind-mindedness to support children's cognitive development may have been underestimated, and that its putative positive influence may take the form of a developmental cascade unfolding during the preschool years and entailing the acquisition of basic skills that serve as building blocks for further learning and development. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01