Parenting Profiles: Using a Person-Centered Approach to Examine Patterns of Parenting in Early Head Start Parents

The current study examined grouping patterns of parenting indicators in a low income-sample, using a person-oriented approach. Data were utilized from the Early Head Start Research and Evaluation Project (EHSREP; 1996-2010). A subset of the data that included parent interviews and video-taped parent-child observations when child was 36 months old, was examined (n=2,121). Four parent behavior indicators and two context indicators were selected to define the profile groupings: parent supportiveness, frequency of shared bookreading, parent-child activities; type of discipline; parent distress and family conflict. These six indicators were examined using latent profile analysis. Four distinct parenting profiles emerged: supportive, engaged but punitive, disengaged and punitive, and disengaged. Two profiles were more supportive of children’s early development (76% of the sample) and two profiles were less supportive (24% of the sample). The profiles are described and analyzed. The results of these analyses show that within what otherwise may be considered a homogeneous population, subgroups of parents with similar parenting patterns, but different from the other subgroups, exists. These distinct parenting profiles found in the Early Head Start program may help similar programs identify families who share these profile characteristics and tailor their services to better match the needs of these families. Adviser: Helen H. Raike

Young Children\u27s Use and Parent-child Co-use of Tablets: Investigating Mobile Media\u27s Effects on Children\u27s Executive Function

Abundant research has provided strong evidence showing the development of executive function plays a critical role in young children’s social and academic outcomes (Blair & Raver, 2015; Blair & Razza, 2007; McClelland, et al., 2007). Children’s executive function develops rapidly during the preschool years (Blair, 2014) and can be especially susceptive to environmental influences during this time (Masten et al. 2012; Obradovic`, 2010). With the introduction of the smartphone in 2007 and the tablet in 2010, mobile devices and mobile media have become increasingly prevalent in young children’s environment (Rideout, 2017). Children’s seemingly intense interest and increased use of mobile media has prompted substantial public interest in its potential effects, benefits and consequences to children’s development (Hernandez, et al., 2015; NAEYC & Fred Rogers Center for Early Learning and Children’s Media, 2012). Unfortunately there is a paucity of research in this area (Connell, Lauricella, & Wartella, 2015), especially pertaining to young children from families with lower resources. The purpose of this study was to determine the effects of preschool children’s use, and parent-child co-use, of mobile media on the development of executive function in children from lower-resourced households. Specifically, the study examined how the use of high-quality, educational apps affected children’s growth of executive function and self-control, and how the amount of time children spent using and co-using tablets related to these outcomes. Also, a new measurement app was created for this study to more accurately measure children’s independent use and co-use of mobile devices. Utilizing an experimental design and secondary ANCOVA analyses, seventy-six Head Start preschool children and their parents from three Head Start programs in the Midwest were randomly assigned to one of three groups. Group 1 received a tablet with 23 apps selected for their high-quality and educational value, and were asked to use the tablet for 10 weeks in place of, and in the same manner as, the devices the child used at home. Group 2 received the same tablet and instructions and parents also were asked to co-use the tablet with their child for an extra 15 minutes a day, beyond what was typical. The Control group continued using their own mobile devices. The experimental analyses showed no significant differences in the growth of executive function or self-control among the three groups. However, in the secondary analyses when children’s sex was considered as a moderating factor, significant differences were found. On average, girls in Group 1 did better than boys in Group 1, and boys in Group 2 did better than girls in Group 2. Also, girls in Groups 1 and 2 showed decreasing self-control scores with increased independent use of the research tablets, while boys’ scores remained the same. Further research is needed to examine how and why boys’ and girls’ growth in executive function and self-control differed when using and co-using the same apps and tablet devices. Nonetheless, this study’s findings open the possibility that boys’ and girls’ executive function and self-control development respond differently when using and co-using mobile media

Predictors and Behavioural Outcomes of Parental Involvement Among Low-Income Families in Elementary Schools, United States

Parental involvement (PI) in their children’s schools has been shown to have a positive influence on the children’s behaviours and academic achievement. The purpose of this study was to examine predictors of PI and relations of PI in schools to child externalizing and internalizing behaviours. Data were from the fifth-grade wave of the Early Head Start Research and Evaluation Project, with 1354 fifth grade low-income children and parents. Results revealed that family conflict predicted child internalizing and externalizing and negatively predicted PI in schools. However, PI in schools partially reduced the negative effect of family conflict on both internalizing and externalizing. Parental warmth negatively predicted child externalizing behaviours, and positively predicted PI in school. Additionally, PI in schools further enhanced the positive effect of parental warmth in reducing externalizing behaviours. The study highlights home and parent characteristics that relate to low-income fifth-grade parents’ involvement in their child’s education and demonstrates the mediating role of PI in reducing behavioural problems of low-income children

Predictors and behavioural outcomes of parental involvement among low-income families in elementary schools, United States

WOS: 000475361900003Parental involvement (PI) in their children's schools has been shown to have a positive influence on the children's behaviours and academic achievement. The purpose of this study was to examine predictors of PI and relations of PI in schools to child externalizing and internalizing behaviours. Data were from the fifth-grade wave of the Early Head Start Research and Evaluation Project, with 1354 fifth grade low-income children and parents. Results revealed that family conflict predicted child internalizing and externalizing and negatively predicted PI in schools. However, PI in schools partially reduced the negative effect of family conflict on both internalizing and externalizing. Parental warmth negatively predicted child externalizing behaviours, and positively predicted PI in school. Additionally, PI in schools further enhanced the positive effect of parental warmth in reducing externalizing behaviours. The study highlights home and parent characteristics that relate to low-income fifth-grade parents' involvement in their child's education and demonstrates the mediating role of PI in reducing behavioural problems of low-income children.Scientific and Technological Research Council of Turkey (The TUBITAK)Turkiye Bilimsel ve Teknolojik Arastirma Kurumu (TUBITAK)This article was financed by a grant from the Scientific and Technological Research Council of Turkey (The TUBITAK) to the first author as part of the visiting scholar program

Influence of Child Behavioral Problems and Parenting Stress on Parent–Child Conflict Among Low-Income Families: The Moderating Role of Maternal Nativity

This study was designed to examine whether parenting stress and child behavioral problems are significant predictors of parent–child conflict in the context of low-income families and how these relations are moderated by maternal nativity. The authors conducted multiple regression analyses to examine relations between teachers’ report of behavioral problems among preschoolers and self-report of parenting stress and parent–child conflict in a sample of 236 mothers. Findings showed that for both U.S.-born and foreign-born mothers, higher parenting stress is associated with greater parent–child conflict. Child behavioral problems are positively linked to parent–child conflict, but only for the U.S.-born mothers. The common experience of stress brought about by financial difficulties may account for the similar relation between stress and parent–child conflict among U.S.-born and foreign-born mothers. Different cultural backgrounds leading to different parenting beliefs and practices may explain the contrasting relation of parent–child conflict and child behavioral problems between the two groups

Family context of low-income young children and their self-regulation in the United States and Turkey

The current study examines the contributions of family context (e.g. life events, home environments) to low-income preschool children's self-regulation (behaviour regulation and executive function) in the United States and Turkey. Participants were 1139 low-income children (486 from the U.S. and 653 from Turkey) and their parents. Children's self-regulation was assessed via structured tasks and family related variables such as life events, home environments, and demographic information were assessed via parent-report. Results from regression analyses showed that child's age-predicted behaviour regulation and executive function in children both from the U.S. and Turkey. Child gender, favouring girls predicted behaviour regulation and executive function and parent-child verbal interaction was associated with behaviour regulation only in the U.S. Family structure (favouring living in a two-parent household) predicted executive function and economic change predicted behaviour regulation in Turkey. Contributions and future directions were also discussed

Family Context of Low-income Young Children and Their Self-regulation in the United States and Turkey

The current study examines the contributions of family context (e.g. life events, home environments) to low-income preschool children’s selfregulation (behaviour regulation and executive function) in the United States and Turkey. Participants were 1139 low-income children (486 from the U.S. and 653 from Turkey) and their parents. Children’s self-regulation was assessed via structured tasks and family related variables such as life events, home environments, and demographic information were assessed via parent-report. Results from regression analyses showed that child’s age-predicted behaviour regulation and executive function in children both from the U.S. and Turkey. Child gender, favouring girls predicted behaviour regulation and executive function and parent–child verbal interaction was associated with behaviour regulation only in the U.S. Family structure (favouring living in a two-parent household) predicted executive function and economic change predicted behaviour regulation in Turkey. Contributions and future directions were also discussed

Use of the home language in preschool classrooms and first- and second-language development among dual-language learners

•This study focused on proportion of English and Spanish instruction (relatively high levels of Spanish instruction, some Spanish, and English only) in preschool classrooms for low-income dual language learners (DLLs) and children’s English and Spanish language outcomes.•Children in all three classroom groups had similar levels of English Receptive Language skills and improved in these skills at the same rate over time.•Children in classrooms that had relatively high levels of Spanish instruction along with English instruction had higher levels of Spanish auditory comprehension than children in the other classroom types (some Spanish and English only).•Findings suggest that bilingual classroom instruction does not impede English language skill acquisition but does support Spanish language skill acquisition among DLLs. The number of dual-language learners (DLLs) from low-income backgrounds who attend early education programs in the U.S. is rapidly increasing, leading to a need for research that examines the effects of classroom practices, including whether teachers speak English or the home language, on DLL children’s school readiness. This issue was examined in Educare, an expanded Early Head Start/Head Start program for low-income children that ensures children receive high-quality early education and care. Analyses of 1961 DLL Educare children across 16 sites were conducted to compare the acquisition of language skills in English and Spanish among children in classrooms in which teachers used English and little or no Spanish, English with some Spanish, and both English and Spanish. Findings indicated that DLL children in all groups showed gains in language skills in both English and Spanish, but that DLL children from classrooms with both English and Spanish instruction had significantly higher Spanish auditory comprehension scores than other children. Findings from this study have implications for practice, highlighting the value of all 3 types of classrooms for English-language growth and the additional value of English/Spanish instruction for Spanish language growth