Marital Status, Home Environments, and Family Strain: Complex Effects on Preschool Children's School Readiness Skills

Autor/inn/en	Son, SeungHee Claire; Peterson, Mieko Fuse
Titel	Marital Status, Home Environments, and Family Strain: Complex Effects on Preschool Children's School Readiness Skills
Quelle	In: Infant and Child Development, 26 (2017) 2, (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.1967
Schlagwörter	Preschool Children; School Readiness; Marital Status; Family Environment; Family Income; Depression (Psychology); Symptoms (Individual Disorders); Anxiety; Child Rearing; One Parent Family; Educational Environment; Interpersonal Competence + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Familienstand; Familienmilieu; Familieneinkommen; Psychiatrische Symptomatik; Angst; Kindererziehung; Single parent family; Ein-Eltern-Familie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonale Kompetenz
Abstract	The current study examined the complex associations among marital status, home environments, and family strain (i.e. income, maternal depressive symptoms, social support, and parenting stress), as they predict preschool children's pre-academic and social skills at 36 and 54 months. Findings from the [National Institute of Child Health and Human Development] NICHD Study of Early Child Care and Youth Development (N = 897) showed that the home learning environment, which was significantly lower among single-parent families, worked as a mediator to explain the relationship between single-parent families and children's pre-academic skills at 36 and 54 months. Additionally, parenting stress, which was significantly higher among single-parent families, worked as a mediator to explain the relationship between single status and the home learning environment. Finally, moderation analyses showed that family income is important for improving the home social environment, and the home social environment is strongly associated with children's social skills in single-parent families, but not in cohabiting families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01