Relations between Parenting Quality and Cognitive Performance of Children Experiencing Varying Amounts of Childcare

Autor/inn/en	Adi-Japha, Esther; Klein, Pnina S.
Titel	Relations between Parenting Quality and Cognitive Performance of Children Experiencing Varying Amounts of Childcare
Quelle	In: Child Development, 80 (2009) 3, S.893-906 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2009.01304.x
Schlagwörter	School Readiness; Child Rearing; Parent Child Relationship; Receptive Language; Expressive Language; Child Care; Correlation; Parenting Styles; Cognitive Development; Cognitive Ability; Young Children; Child Development + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Kindererziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Rezeptive Kommunikationsfähigkeit; Kinderfürsorge; Kinderbetreuung; Korrelation; Kognitive Entwicklung; Denkfähigkeit; Frühe Kindheit; Kindesentwicklung
Abstract	Associations between parenting quality and 3-year-olds' school readiness, receptive, and expressive language were examined in relation to the amount of time they spent in childcare, based on data from the NICHD Study of Early Child Care and Youth Development (N = 1,364). Associations for school readiness and receptive language were stronger among children who experienced medium amounts of childcare than among children who experienced high amounts of childcare, and they were not weaker than among children who experienced primarily maternal care. Contrary to expectations, the association between parenting quality and school readiness among children who experienced medium amounts of childcare was significantly stronger than among children who experienced predominantly maternal care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10