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.

Autor: Miller EB; NYU Grossman School of Medicine, New York, New York, USA., Canfield CF; NYU Grossman School of Medicine, New York, New York, USA., Roby E; NYU Grossman School of Medicine, New York, New York, USA., Wippick H; New York University, New York, New York, USA., Shaw DS; University of Pittsburgh, Pittsburgh, Pennsylvania, USA., Mendelsohn AL; NYU Grossman School of Medicine, New York, New York, USA., Morris-Perez PA; New York University, New York, New York, USA.
Jazyk: angličtina
Zdroj: Child development [Child Dev] 2024 Jul-Aug; Vol. 95 (4), pp. 1172-1185. Date of Electronic Publication: 2023 Dec 28.
DOI: 10.1111/cdev.14064
Abstrakt: 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.
(© 2023 The Authors. Child Development © 2023 Society for Research in Child Development.)
Databáze: MEDLINE
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