scholarly journals Conditions of Poverty, Parent–Child Interactions, and Toddlers’ Early Language Skills in Low-Income Families

2019 ◽  
Vol 23 (7) ◽  
pp. 971-978 ◽  
Author(s):  
Laura M. Justice ◽  
Hui Jiang ◽  
Kelly M. Purtell ◽  
Kammi Schmeer ◽  
Kelly Boone ◽  
...  
Keyword(s):  
Low Income ◽  
Language Skills ◽  
Early Language ◽  
Parent Child Interactions ◽  
Early Language Skills ◽  
Low Income Families ◽  
Parent Child

scholarly journals Parent-Child Interactions Among Low-Income Mexican American Parents and Preschoolers: Do Clinic-Referred Families Differ From Nonreferred Families?

2010 ◽  
Vol 41 (1) ◽  
pp. 82-92 ◽  
Author(s):  
Kristen McCabe ◽  
May Yeh ◽  
Anna Lau ◽  
Carolina Bertely Argote ◽  
June Liang
Keyword(s):  
Low Income ◽  
Mexican American ◽  
Parent Child Interactions ◽  
Parent Child

scholarly journals Influence of internal and external factors on early language skills: A cross-linguistic study

2021 ◽  
Vol 63 ◽  
pp. 101552
Author(s):  
Jelena Kuvač-Kraljević ◽  
Antonija Blaži ◽  
Astra Schults ◽  
Tiia Tulviste ◽  
Suvi Stolt
Keyword(s):  
Language Skills ◽  
External Factors ◽  
Early Language ◽  
Linguistic Study ◽  
Early Language Skills ◽  
Internal And External Factors

scholarly journals Shared Book Reading to Promote Math Talk in Parent–Child Dyads in Low-Income Families

2019 ◽  
Vol 39 (1) ◽  
pp. 45-55
Author(s):  
Nicole M. Hendrix ◽  
Robin L. Hojnoski ◽  
Kristen N. Missall
Keyword(s):  
Head Start ◽  
Low Income ◽  
Functional Relation ◽  
Book Reading ◽  
Shared Book Reading ◽  
Math Talk ◽  
Baseline Design ◽  
Multiple Indicators ◽  
Low Income Families ◽  
Parent Child

Shared book reading can facilitate meaningful mathematical interactions. This study extends prior research by exploring the effect of book content and parent training in shared book reading. A comparison phase embedded within a multiple baseline design across participants was used with three Head Start parent–child dyads to examine the effect of book type (i.e., math or nonmath) on the frequency of parent and child mathematical utterances (i.e., math talk) and to evaluate whether there was a functional relation between training as well as provision of reader’s guides and increased frequency and diversity of parent and child math talk. Overall and on average, dyads engaged in more math talk when provided with math books as compared with nonmath books. Results regarding training and provision of supplementary materials were less clear. Results are discussed with attention to multiple indicators of effectiveness and considerations for designing home mathematical interventions.

scholarly journals Parent–Child Conflict and Early Childhood Adjustment in Two-Parent Low-Income Families: Parallel Developmental Processes

2014 ◽  
Vol 46 (1) ◽  
pp. 94-107 ◽  
Author(s):  
Chelsea M. Weaver ◽  
Daniel S. Shaw ◽  
Jennifer L. Crossan ◽  
Thomas J. Dishion ◽  
Melvin N. Wilson
Keyword(s):  
Early Childhood ◽  
Low Income ◽  
Developmental Processes ◽  
Low Income Families ◽  
Childhood Adjustment ◽  
Parent Child
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