Maternal and Child Characteristics that Influence the Growth of Daily Living Skills from Infancy to School Age in Preterm and Term Children

Autor/inn/en	Dieterich, Susan E.; Hebert, Heather M.; Landry, Susan H.; Swank, Paul R.; Smith, Karen E.
Titel	Maternal and Child Characteristics that Influence the Growth of Daily Living Skills from Infancy to School Age in Preterm and Term Children
Quelle	In: Early Education and Development, 15 (2004) 3, S.283-304 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1207/s15566935eed1503_3
Schlagwörter	Early Intervention; Skill Development; Child Rearing; Body Weight; Daily Living Skills; Individual Characteristics; Infants; Young Children; Premature Infants; Parenting Styles; Parent Child Relationship; Predictor Variables; Correlation; Low Income Groups; Socioeconomic Influences; Parent Influence; Comparative Analysis + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Kindererziehung; Körpergewicht; Alltagsfertigkeit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Infant; Toddler; Toddlers; Kleinkind; Frühe Kindheit; Frühgeburt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Prädiktor; Korrelation; Sozioökonomischer Faktor
Abstract	Research findings: Growth across 6 months to 8 years of age, assessed at seven time points, for daily living and cognitive skills was compared for term (n = 122), very low birth weight (VLBW) children of low (n = 114) and high (n = 73) medical risk and lower socioeconomic status (SES). Dramatic declines in daily living skills were found for all children, while cognitive skills were stable across this age range. By 8 years, daily living skills were in deficient ranges for all groups with both VLBW groups showing lower levels in both skill areas across all ages compared to term children. Relations between child and parenting factors and daily living skill growth were examined in order to better understand this decline. Early maternal general stimulation and directiveness predicted slower declines in daily living skills while higher parental developmental expectations predicted higher levels in daily living skills. Practice: These results demonstrated the negative impact of lower SES and biological risk on children's growth in daily living skill. The findings highlighting several parenting factors that are important in understanding individual differences in children's daily living skill development have implications for early intervention. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10