Cumulative Risk, the Mother-Child Relationship, and Social-Emotional Competence in Latino Head Start Children

Autor/inn/en	Martí, Maria; Bonillo, Albert; Jané, Maria Claustre; Fisher, Elisa M.; Duch, Helena
Titel	Cumulative Risk, the Mother-Child Relationship, and Social-Emotional Competence in Latino Head Start Children
Quelle	In: Early Education and Development, 27 (2016) 5, S.590-622 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1106202
Schlagwörter	Risk; Mothers; Parent Child Relationship; Economically Disadvantaged; Hispanic Americans; Disadvantaged Youth; Developmental Delays; Correlation; Affective Behavior; Social Development; Emotional Development; Poverty; Preschool Education; Preschool Children; Behavior Problems; Parenting Skills; Program Evaluation; Role of Education; Child Rearing; Stress Variables; Depression (Psychology); Measures (Individuals); Symptoms (Individual Disorders); Factor Analysis; Likert Scales; Path Analysis; Statistical Analysis; New York (New York); Parenting Stress Index; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Risiko; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Hispanic; Hispanoamerikaner; Benachteiligter Jugendlicher; Entwicklungsverzögerung; Korrelation; Affective disturbance; Active behaviour; Affektive Störung; Soziale Entwicklung; Gefühlsbildung; Armut; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Programme evaluation; Programmevaluation; Bildungsauftrag; Kindererziehung; Messdaten; Psychiatrische Symptomatik; Faktorenanalyse; Likert-Skala; Pfadanalyse; Statistische Analyse
Abstract	Research Findings: Supportive mother-child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother-child interaction. In spite of Latino children being disproportionately represented among children living in poverty, research on mother-child interactions among economically disadvantaged Latino families remains scarce and results are mixed. The current study used an ecological approach to examine the relationship between maternal cumulative risk, child developmental delay, observed and self-reported quality of the mother-child relationship, time spent in Head Start, and teachers' and parents' ratings of social-emotional competence among 106 Latino Head Start children and their mothers. Cumulative risk showed a negative association with observed maternal supportiveness and self-reported quality of the mother-child relationship. Cumulative risk had negative and positive indirect effects, respectively, on child social competence and problem behavior through perceived quality of the mother-child relationship. This association only occurred when parent ratings of child behavior were used. Time spent in Head Start moderated the association between observed maternal supportiveness and social competence. Practice or Policy: Implications for providers and researchers attempting to improve social-emotional competence in disadvantaged Latino children by enhancing positive and supportive parenting practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01