Longitudinal Parenting Pathways Linking Early Head Start and Kindergarten Readiness

Autor/inn/en	Gedal Douglass, Amy; Roche, Kathleen M.; Lavin, Kelly; Ghazarian, Sharon R.; Perry, Deborah F.
Titel	Longitudinal Parenting Pathways Linking Early Head Start and Kindergarten Readiness
Quelle	In: Early Child Development and Care, 191 (2021) 16, S.2570-2589 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gedal Douglass, Amy) ORCID (Roche, Kathleen M.) ORCID (Lavin, Kelly) ORCID (Ghazarian, Sharon R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1725498
Schlagwörter	Longitudinal Studies; Disadvantaged Youth; Preschool Education; Kindergarten; School Readiness; Early Intervention; Child Rearing; Language Acquisition; Social Emotional Learning; Child Behavior; Parenting Styles; Stress Variables; Intelligence Tests; Verbal Ability; Vocabulary; Emotional Response; Parenting Stress Index; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Readiness for school; School ability; Schulreife; Kindererziehung; Sprachaneignung; Spracherwerb; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Emotionales Verhalten
Abstract	The mechanisms by which high quality, two-generation early childhood services promote healthy child development remain unclear. This research examined how participation in Early Head Start (EHS), a U.S. two-generation programme for children under 3, was associated with healthy child development to age 5 through parenting processes. Using four time points of data from the Early Head Start Research and Evaluation Project, we tested a theory-driven model of direct and indirect pathways from EHS to children's language, social-emotional, and behavioural skills from age 1 to age 5 via parenting stress and practices. Results from longitudinal structural equation models for 2,555 mother-child dyads indicated that EHS participation was associated with increased responsive parenting during the very early years, improvements in children's language during the toddler years and, in turn, sustained language improvements through age 5. Long-term impacts of two-generation programmes may promote positive child outcomes in part by facilitating responsive parenting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01