Mediators of the Relationship between Stable Nonresident Households and Toddler Outcomes

Autor/inn/en	Fagan, Jay; Lee, Yookyong; Palkovitz, Rob; Cabrera, Natasha
Titel	Mediators of the Relationship between Stable Nonresident Households and Toddler Outcomes
Quelle	In: Journal of Family Issues, 32 (2011) 11, S.1543-1568 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-513X
DOI	10.1177/0192513X11400172
Schlagwörter	School Readiness; Social Behavior; Toddlers; Correlation; Social Development; Parents; Longitudinal Studies; Parent Child Relationship; Marital Status; Social Cognition; Mothers; At Risk Persons; Public Policy + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Social behaviour; Soziales Verhalten; Infant; Infants; Toddler; Kleinkind; Korrelation; Soziale Entwicklung; Eltern; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienstand; Soziale Kognition; Mother; Mutter; Risikogruppe; Öffentliche Ordnung
Abstract	The present study examined the associations between stable nonresidence among never married parents (compared with coresident parents) and outcomes for toddlers using the Early Childhood Longitudinal Survey-Birth Cohort. The authors found small to medium negative associations between stable nonresidence and toddlers' positive social behavior and small negative associations between stable nonresidence and toddlers' cognition. The associations between stable nonresidence and positive social behavior and cognition were explained by mothers' supportiveness during interactions with the child. The findings suggest that toddlers in stable nonresident families are at greater risk for lowered school readiness because of diminished quality of maternal interactions with the child. Implications for practice and policy are discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10