Additive and Synergistic Relations of Early Mother-Child and Caregiver-Child Interactions for Predicting Later Achievement

Autor/inn/en	Duncan, Robert J.; Schmitt, Sara A.; Vandell, Deborah Lowe
Titel	Additive and Synergistic Relations of Early Mother-Child and Caregiver-Child Interactions for Predicting Later Achievement
Quelle	In: Developmental Psychology, 55 (2019) 12, S.2522-2533 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duncan, Robert J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000824
Schlagwörter	Mothers; Parent Child Relationship; Toddlers; Infants; Interaction; Predictor Variables; Academic Achievement; Vocabulary Development; Mathematics Achievement; Child Development; Stimulation; Achievement Tests; Cognitive Tests; Persistence; Caregiver Child Relationship; Woodcock Johnson Psycho Educational Battery; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Infant; Infants; Toddler; Kleinkind; Toddlers; Interaktion; Prädiktor; Schulleistung; Wortschatzarbeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kindesentwicklung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Ausdauer
Abstract	This study examines associations between stimulating-responsive social interactions with mothers and nonparental childcare providers during the first 3 years of life and children's vocabulary and mathematics skills through age 15 (N = 1,364). Additive relations were found in which more stimulating-responsive interactions with mothers and with caregivers were linked to higher mathematics achievement in childhood and adolescence. More stimulating-responsive early interactions with mothers were also associated with larger child vocabularies through age 15. Synergistic relations, consistent with the dual-risk hypothesis, also were found. Children whose early interactions with both mothers and caregivers were low in stimulation and responsivity had substantially lower mathematics skills. Implications for early childhood interventions and policies are discussed. (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