Maternal Infancy Predictors of School Adaptation of Low-Income Children.

Autor/inn/en	Schaefer, Earl S.; Edgerton, Marianna
Titel	Maternal Infancy Predictors of School Adaptation of Low-Income Children.
Quelle	(1985), (19 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; High Risk Students; Home Visits; Identification; Infants; Interpersonal Competence; Kindergarten Children; Longitudinal Studies; Low Income Groups; Models; Mothers; Observation; Parent Child Relationship; Predictor Variables; Primary Education; Student Adjustment; Verbal Ability + Suchen Sie Ihr Suchwort? Schulleistung; Problemschüler; Hausbesuch; Identifikation; Identifizierung; Infant; Toddler; Toddlers; Kleinkind; Interpersonale Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Mother; Mutter; Beobachtung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Prädiktor; Primarbereich; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Mündliche Leistung
Abstract	An analysis of longitudinal data on a sample of low-income mothers and children was conducted to identify maternal characteristics during pregnancy and infancy that predict child school adaptation during kindergarten. The sample consisted of low-income mothers recruited while receiving prenatal services from public health clinics. The children, who were without major biomedical problems at birth, were studied during kindergarten in two sequential cohorts. Kindergarten follow-up was completed for 239 children, or 74 percent of the initial sample of 321. Mothers were interviewed during the third trimester of pregnancy and at 4 months and 12 months postnatally. Data on the mothers' demographic and psychological characteristics were collected with three structured interviews during pregnancy and during their child's infancy. Data on child adaptive behavior in kindergarten and on promotion to first grade were collected from teacher ratings on the Classroom Behavior Inventory. A high level of mother-infant interaction was found to be correlated with child verbal intelligence and academic competence. Maternal behavior with the infant observed in a single home visit provided better prediction of child academic achievement in kindergarten than did maternal education and receptive vocabulary. The correlations of maternal cooperation with the interviewer and of maternal demographic and psychological characteristics with maternal behavior and with child academic competence suggest that those characteristics might contribute to the early identification of families of children at risk for low academic achievement. A bibliography and seven tables conclude the paper. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC