Do child care characteristics during toddlerhood explain income-based gaps in reading and math skills at preschool?

2021 ◽  
pp. 106285
Author(s):  
Caitlin McPherran Lombardi ◽  
Eleanor Fisk ◽  
Kyle DeMeo Cook
Keyword(s):  
Child Care ◽  
Math Skills ◽  
Reading And Math

scholarly journals The Association Between Parents’ Growth Mindset and Children’s Persistence and Academic Skills

2022 ◽  
Vol 6 ◽  
Author(s):  
Yuchen Song ◽  
Michael M Barger ◽  
Kristen L. Bub
Keyword(s):  
Reading Skills ◽  
Positive Association ◽  
Academic Skills ◽  
Growth Mindset ◽  
Early Age ◽  
Coherent System ◽  
Educational Beliefs ◽  
Motivational Beliefs ◽  
Math Skills ◽  
Reading And Math

Parents’ educational beliefs are thought to guide children’s early development in school. The present study explored the association between parent’s growth mindset and elementary school-aged children’s self-reported persistence, as well as teacher-reported reading and math skills in 102 dyads. Findings showed that children self-reported greater persistence when their parents held more growth mindset. Teachers also rated students as more capable readers when their parents endorsed a growth, rather than fixed, mindset. Additional analysis indicated that although the effect of parents’ growth mindset on children’s reading skills became non-significant once SES was controlled, the positive association between parents’ mindset and children’s persistence was unaffected by SES. Our study provides evidence about the intergenerational association of motivational tendencies at an early age, even when children may not be able to develop a coherent system of motivational beliefs of their own.

scholarly journals Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor?

2021 ◽  
Vol 14 ◽  
Author(s):  
Tonje Amland ◽  
Arne Lervåg ◽  
Monica Melby-Lervåg
Keyword(s):  
Indirect Effect ◽  
Phonological Processing ◽  
Early Reading ◽  
First Grade ◽  
Phoneme Awareness ◽  
Reading Problems ◽  
Math Skills ◽  
Phonological Representations ◽  
Reading And Math

There is a relationship between reading and math skills, as well as comorbidity between reading and math disorders. A mutual foundation for this comorbidity could be that the quality of phonological representations is important for both early reading and arithmetic. In this study, we examine this hypothesis in a sample traced longitudinally from preschool to first grade (N = 259). The results show that phonological awareness does not explain development in arithmetic, but that there is an indirect effect between phoneme awareness in preschool and arithmetic in first grade via phoneme awareness in first grade. This effect is, however, weak and restricted to verbal arithmetic and not arithmetic fluency. This finding is only partly in line with other studies, and a reason could be that this study more strongly controls for confounders and previous skills than other studies.

Low-Income Parents’ Socialization of Their Preschoolers’ Early Reading and Math Skills

2016 ◽  
Vol 13 (3) ◽  
pp. 207-224 ◽  
Author(s):  
Susan Sonnenschein ◽  
Shari R. Metzger ◽  
Joy A. Thompson
Keyword(s):  
Low Income ◽  
Early Reading ◽  
Math Skills ◽  
Reading And Math

Does Early Paternal Parenting Promote Low-Income Children’s Long-Term Cognitive Skills?

2011 ◽  
Vol 32 (11) ◽  
pp. 1522-1542 ◽  
Author(s):  
Rebekah Levine Coley ◽  
Selva Lewin-Bizan ◽  
Jennifer Carrano
Keyword(s):  
Middle Childhood ◽  
Low Income ◽  
Cognitive Skills ◽  
Parenting Practices ◽  
Family Characteristics ◽  
Protective Effects ◽  
Math Skills ◽  
Reading And Math ◽  
Using Data

Although scholars and policy makers herald the promotive influence of fathers’ parenting involvement, limited research has carefully delineated effects of fathers’ parenting on low-income children’s development and whether early contributions from fathers confer long-term protective effects. Using data from the Three-City Study ( N = 261), analyses assessed whether fathers’ parenting practices during early childhood showed long-term links with low-income children’s cognitive skills through middle childhood. Results found that fathers’ warm and stimulating parenting predicted enhanced reading and math skills for children in middle childhood, whereas fathers’ restrictive discipline predicted lower reading and math skills. These links were independent of mothers’ parenting and emerged controlling for a range of child and family characteristics. Associations between fathers’ parenting and children’s cognitive skills were similar across both resident and nonresident fathers and across African American and Hispanic families.

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