The Interplay among Parents' Stress, Nonparental Childcare, and Child Language Development among Low-Income Toddlers

Autor/inn/en	Dore, Rebecca A.; Purtell, Kelly M.; Chen, Jing; Justice, Laura M.
Titel	The Interplay among Parents' Stress, Nonparental Childcare, and Child Language Development among Low-Income Toddlers
Quelle	In: Early Education and Development, 34 (2023) 6, S.1447-1457 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2106767
Schlagwörter	Correlation; Parent Child Relationship; Stress Variables; Child Care; Economic Factors; Family Income; Language Acquisition; Child Development; Prediction; Longitudinal Studies; Infants; Low Income Groups; Toddlers; Mother Attitudes; Employed Parents; Stress Management; Home Visits; Participant Characteristics; Bayley Scales of Infant and Toddler Development + Suchen Sie Ihr Suchwort? Korrelation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kinderfürsorge; Kinderbetreuung; Ökonomischer Faktor; Familieneinkommen; Sprachaneignung; Spracherwerb; Kindesentwicklung; Vorhersage; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Infant; Toddler; Toddlers; Kleinkind; Infants; Mutterliebe; Stressmanagement; Stressbewältigung; Hausbesuch
Abstract	Research Findings: Multiple factors likely influence the language development of young children growing up in low-income homes, potentially including stressors experienced by parents. Here, we ask: (1) What is the association between stress (i.e., economic hardship and parenting stress) and toddlers' language development? and (2) Does number of hours spent in nonparental childcare moderate the relation between stress (i.e., economic hardship and parenting stress) and toddlers' language development? Participants were 100 mother-child dyads participating in a longitudinal study when children were 0 to 24 months of age. Results showed a significant interaction between hours spent in nonparental childcare and parenting stress when predicting language growth: when parenting stress was high, childcare hours showed a positive relation with language growth; on the contrary, when parenting stress was low, the relation between childcare hours and language growth showed a negative tendency. Conversely, economic hardship did not predict language growth. Practice or Policy: These findings suggest that one potential approach to facilitate language development for low-income children is to help high-stress families secure early years childcare. Furthermore, programs to reduce parenting stress may help to promote children's language growth, especially when families are not using nonparental care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01