Suchergebnisse

This study examined the racial disparity in parenting practices among families with young children. Based on the Early Childhood Longitudinal Study-K: 2011 (The ECLS-K: 2011, n = 18,043), parents were categorized as White (46.9%), Black/African–American (13.2%), Hispanic (25.3%), Asian–American (8.5%), and Other races (Native Hawaiian, other Pacific Islander, and American Indian, 6.1%). Parenting practices included parents' teaching behaviors (reading a book, telling a story), expectations toward their children's education, parental involvement, and parental discipline practices. Asian–American parents showed more authoritarian parenting practices, African–American parents were more engaged, and Hispanic parents exhibited more discipline. White families are more likely to provide supportive and less harsh environments, and parents of other races (Native Hawaiian, other Pacific Islander, and American Indian) used less authoritative discipline and had lower expectations toward children's education. Parental education programs about the similarities and differences of culturally competent parenting practices could contribute to positive child development.

AbstractThe current study examined the impacts of poverty on children's socio-emotional outcomes among Japanese children. Children of 325 Japanese families were identified based on the Japan Household Panel Study and Japan Child Panel Survey. Poverty was examined in four non-linear income to needs ratio categories and the poverty status, poverty and non-poverty. Compared to children who were in the lowest income to needs ratios, children in the upper categories had less fewer behavioural problems. Children in poverty had significantly lower physical health, emotional well-being, self-esteem, family, friends and school relationship than those children not in poverty. Children's time spent on academics and family support significantly affected children's social outcomes. Child poverty and its adverse impacts on children's mental health should be considered in the ecological framework that incorporates children, family, community and policy.This study examined the associations between poverty and socio-emotional developments among children in Japan. Children and parents of 325 Japanese families participated and provided data on the household poverty status and children's socio-emotional outcomes. Children's socio-emotional outcomes included in the study were behavioural difficulties (strength/weakness) reported by parents and social adaptability (six indicators on the quality of life) measured by children's self-report. Findings indicated that poverty has significant adverse impacts on Japanese children's mental health. The adverse impact of poverty became more prevalent as families' income decreased. Among children living in poverty, self-reported mental health problems were significantly higher than those reported by parents. Other factors such as grade level (upper grade), less time spent on academics and a larger household size negatively affected mental health. Findings suggest for policy interventions with increased expenditures on income assistance programmes for families with children in Japan. In addition, social workers or other service providers in Japan should facilitate matching low-income families with children to available social service programmes. Poverty and its adverse impacts on children's mental health should be considered in an ecological framework that incorporates children, family, community and policy.

Summary In light of Head Start's recent move toward longer program implementations, the current study examined whether the duration of Head Start enrollment impacts outcomes for parents: parental involvement in school, perceived helpfulness of social support, and use of formal social services. Findings Linear mixed model analyses examined whether parental outcomes differed depending on the number of years enrolled in Head Start. Parents whose child enrolled more years in Head Start were more likely to participate in their children's schools and received more helpful social support than those whose child enrolled in fewer years of Head Start. No difference was found for formal social service use depending on longer duration of Head Start enrollment. Minority status, household risk factors, and non-English speaking were negatively associated with parental outcomes. Applications Early intervention programs, such as Head Start, should recruit eligible low-income families earlier for longer participation on family-focused programs.

AbstractThis study examines the effects of child care arrangements on children's cognitive outcomes. It is a secondary analysis, using data on 5107 children born in 2004 and their families from Growing Up in Australia: The Longitudinal Study of Australian Children. Data were collected in 2004 (Wave One), in 2006 (Wave Two) and in 2008 (Wave Three). This study asks (i) Do children receiving non‐parental child care have different cognitive developmental outcomes at ages 4–5, compared with those who never had non‐parental child care during the first 3 years of life? Do parental factors affect these associations?; and (ii) among children with non‐parental child care, do child care characteristics such as types of care, quantity, entry age and stability of child care affect child outcomes? Do parental factors affect child outcomes? The study's findings suggest that children in non‐parental child care had higher Peabody Picture Vocabulary Test scores at age 5. Among children in non‐parental child care arrangements, quantity and entry age of non‐parental child care affected children's cognitive developmental outcomes. Along with child care arrangements, parental mental health was associated with children's cognitive outcomes.