Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent–child interactions

IF 3.9 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development Pub Date : 2023-12-28 DOI:10.1111/cdev.14064

Elizabeth B. Miller, Caitlin F. Canfield, Erin Roby, Helena Wippick, Daniel S. Shaw, Alan L. Mendelsohn, Pamela A. Morris-Perez

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Abstract

Parenting is a critical mediator of children's school readiness. In line with this theory of change, data from the randomized clinical trial of Smart Beginnings (tiered Video Interaction Project and Family Check-Up; N = 403, treatment arm n = 201) were used to examine treatment impacts on early language and literacy skills at child age 4 years (n_Latinx = 168, n_Black = 198, n_Male = 203), as well as indirect impacts through parental support of cognitive stimulation at child age 2 years. Although results did not reveal direct effects on children's early skills, there were significant indirect effects for early literacy (β = .03, p = .05) and early language (β = .04, p = .04) via improvements in parental cognitive stimulation. Implications for interventions targeting parenting to improve children's school readiness beginning at birth are discussed.

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通过随机临床试验提高低收入少数民族儿童的早期语言和识字能力：促进认知的亲子互动的中介作用。

养育子女是儿童入学准备的关键中介因素。根据这一变化理论，我们利用 "聪明开端 "随机临床试验（分层视频互动项目和家庭检查；N = 403，治疗组 n = 201）的数据，研究了治疗对儿童 4 岁时早期语言和识字能力的影响（拉丁裔 = 168，黑人 = 198，男性 = 203），以及通过父母对儿童 2 岁时认知刺激的支持所产生的间接影响。虽然结果没有显示出对儿童早期技能的直接影响，但通过改善父母的认知刺激，对早期识字（β = .03，p = .05）和早期语言（β = .04，p = .04）产生了显著的间接影响。本文讨论了针对父母的干预措施对改善儿童从出生开始的入学准备的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child development Multiple-

CiteScore

9.20

自引率

4.30%

发文量

149

期刊介绍： As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.