Children's early child care and their mothers' later involvement with schools.
TL;DR: This study investigated whether children's care experiences before this transition promoted their mothers' school involvement after it, with the hypothesized mechanism for this link being the cultivation of children's social and academic skills.
Abstract: Theory and policy highlight the role of child care in preparing children for the transition into school. Approaching this issue in a different way, this study investigated whether children's care experiences before this transition promoted their mothers' school involvement after it, with the hypothesized mechanism for this link being the cultivation of children's social and academic skills. Analyses of 1,352 children (1 month-6 years) and parents in the NICHD Study of Early Child Care and Youth Development revealed that mothers were more involved at their children's schools when children had prior histories of high-quality nonparental care. This pattern, which was fairly stable across levels of maternal education and employment, was mediated by children's academic skills and home environments.
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TL;DR: Findings suggest that Head Start programs should do even more to facilitate parent involvement because it can serve as an important means for promoting both parent and child outcomes.
Abstract: The authors examined the extent to which parent involvement in Head Start programs predicted changes in both parent and child outcomes over time, using a nationally representative sample of 1,020 three-year-old children over 3 waves of the Family and Child Experiences Survey. Center policies that promote involvement predicted greater parent involvement, and parents who were more involved in Head Start centers demonstrated increased cognitive stimulation and decreased spanking and controlling behaviors. In turn, these changes in parenting behaviors were associated with gains in children's academic and behavioral skills. These findings suggest that Head Start programs should do even more to facilitate parent involvement because it can serve as an important means for promoting both parent and child outcomes.
58 citations
TL;DR: The authors used propensity scores to examine the short-and long-term academic and psychosocial benefits of preschool education for a diverse sample of middle-class children, finding that children who attended informal care at age 4 consistently performed better on achievement tests from age 5 through early adolescence, but exhibited less optimal psycho-social skills.
Abstract: Using data from the Early Childhood Longitudinal Study Kindergarten Cohort of 1998 (n = 15,070), this study used propensity scores to examine the short- and long-term academic and psychosocial benefits of preschool education for a diverse sample of middle-class children. Compared with children who attended informal care at age 4, preschool attendees consistently performed better on achievement tests from age 5 through early adolescence, but exhibited less optimal psychosocial skills. These negative behavioral effects of preschool were concentrated among children who attended preschool for 20 or more hours per week, but otherwise, there was little evidence of heterogeneity as a function of program type or child- and family-characteristics. The long-term academic advantages of preschool were, however, largely explained by their positive effects on academic skills early in formal schooling and there was evidence for convergence in children's academic test scores, which was partially attributed to the differences in children's social skills during the early elementary school years.
39 citations
TL;DR: This article examined academic disparity between migrant and local urban children and its associations with family socioeconomic status, parental involvement, and school settings using the survey data conducted in 2014 from a sample of children and their families in Beijing, China.
33 citations
TL;DR: Structural equation modeling of data from 6,250 children and parents in the nationally representative Early Childhood Longitudinal Study-Birth Cohort revealed that parental support for early learning was associated with gains in children's academic skills which were associated with their likelihood of preschool attendance.
Abstract: This study tested a conceptual model of the reciprocal relations among parents’ support for early learning and children's academic skills and preschool enrollment. Structural equation modeling of data from 6,250 children (ages 2-5) and parents in the nationally representative Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) revealed that parental support for early learning was associated with gains in children's academic skills, which, in turn, were associated with their likelihood of preschool attendance. Preschool experience then was associated with further gains in children's early academic competencies, which were then associated with increased parental support. These patterns varied by parents' nativity status. Specifically, foreign-born parents' support for early learning was directly linked with preschool enrollment and the association between the academic skills of children and parental support was also stronger for foreign-born parents. These immigration-related patterns were primarily driven by immigrant families who originated from Latin America, rather than Asia and did not vary by immigrants’ socioeconomic circumstances. Together, these results underscore the value of considering the synergistic relations between the home and school systems as well as “child effects” and population diversity in developmental research.
29 citations
TL;DR: The association between 4-year-old children's hyperactivity and increases in their television exposure over time was strongest among those in the low-end of the socioeconomic distribution and those whose parents displayed less optimal mental health.
26 citations
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TL;DR: For comments on an earlier draft of this chapter and for detailed advice I am indebted to Robert M. Hauser, Halliman H. Winsborough, Toni Richards, several anonymous reviewers, and the editor of this volume as discussed by the authors.
Abstract: For comments on an earlier draft of this chapter and for detailed advice I am indebted to Robert M. Hauser, Halliman H. Winsborough, and Toni Richards, several anonymous reviewers, and the editor of this volume. I also wish to thank John Raisian, Nancy Rytina, and Barbara Mann for their comments and Mark Wilson for able research assistance. The opinions expressed here are the sole responsibility of the author.
11,160 citations
Book•
01 Sep 2003
TL;DR: The power and limits of social class are explored in this paper, where the authors present a theory of Bourdieu's theory of the power of social structure and daily life in the organization of daily life.
Abstract: Acknowledgments 1. Concerted Cultivation and the Accomplishment of Natural Growth 2. Social Structure and Daily Life PART I. THE ORGANIZATION OF DAILY LIFE 3. A Hectic Pace of Concerted Cultivation: Garrett Tallinger 4. A Child's Pace: Tyrec Taylor 5. Children's Play Is for Children: Katie Brindle PART II. LANGUAGE USE 6. Developing a Child: Alexander Williams 7. Language as a Conduit of Social Life: Harold McAllister PART III. FAMILIES AND INSTITUTIONS 8. Concerted Cultivation in Organizational Spheres: Stacey Marshall 9. Effort Creates Misery: Melanie Handlon 10. Letting Educators Lead the Way: Wendy Driver 11. Beating with a Belt, Fearing "the School": Little Billy Yanelli 12. The Power and Limits of Social Class Appendix A. Methodology: Enduring Dilemmas in Fieldwork Appendix B. Theory: Understanding the Work of Pierre Bourdieu Appendix C. Supporting Tables Notes Bibliography Index
4,355 citations
"Children's early child care and the..." refers background in this paper
...Although these actions do not necessarily reflect greater valuing of education among the parents who perform them compared to others, they do appear to give their children a competitive edge in schools that are often organized around such White, middle class models of family-school relations (Lareau, 2004)....
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...In line with these theoretical and applied goals, we integrate theories about child care effects (Jaeger & Weinraub, 1990) and family-school connections (Lareau, 2004) to investigate the degree to which the experiences of American children in non-parental care in the years prior to the transition into elementary school have implications for their parents’ interactions with school personnel after this transition....
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TL;DR: The author found that the socioeconomic factors were related indirectly to children's academic achievement through parents' beliefs and behaviors but that the process of these relations was different by racial group.
Abstract: This study examined the process of how socioeconomic status, specifically parents’ education and income, indirectly relates to children’s academic achievement through parents’ beliefs and behaviors. Data from a national, cross-sectional study of children were used for this study. The subjects were 868 8‐12-year-olds, divided approximately equally across gender (436 females, 433 males). This sample was 49% non-Hispanic European American and 47% African American. Using structural equation modeling techniques, the author found that the socioeconomic factors were related indirectly to children’s academic achievement through parents’ beliefs and behaviors but that the process of these relations was different by racial group. Parents’ years of schooling also was found to be an important socioeconomic factor to take into consideration in both policy and research when looking at school-age children.
2,196 citations
TL;DR: In this article, a review of psychological theory and research critical to understanding why parents become involved in their children's elementary and secondary education is presented, and three major constructs are believed to be central to parents' basic involvement decisions.
Abstract: This article reviews psychological theory and research critical to understanding why parents become involved in their children’s elementary and secondary education. Three major constructs are believed to be central to parents’ basic involvement decisions. First, parents’ role construction defines parents’ beliefs about what they are supposed to do in their children’s education and appears to establish the basic range of activities that parents construe as important, necessary, and permissible for their own actions with and on behalf of children. Second, parents’ sense of efficacy for helping their children succeed in school focuses on the extent to which parents believe that through their involvement they can exert positive influence on their children’s educational outcomes. Third, general invitations, demands, and opportunities for involvement refer to parents’ perceptions that the child and school want them to be involved. Hypotheses concerning the functioning of the three constructs in an additive mode...
1,776 citations
Book•
01 Jan 1989
TL;DR: Social class and parent involvement in schooling what do teachers want from parents? separation between family and school - Colton interconnectedness between family, school - mothers and fathers - gender differences in parent involvement.
Abstract: Social class and parent involvement in schooling what do teachers want from parents? separation between family and school - Colton interconnectedness between family and school - Prescott mothers and fathers - gender differences in parent involvement in schooling why does social class influence parent involvement in schooling? educational profits - the positive impact of parent involvement on children's school careers the dark side of parent involvement in schooling - costs for families and teachers social class differences in inter-institutional linkages common problems in field work - a personal essay.
1,763 citations