Household Socioeconomic Status and Parental Investments: Direct and Indirect Relations with School Readiness in Ghana

Autor/inn/en	Wolf, Sharon; McCoy, Dana Charles
Titel	Household Socioeconomic Status and Parental Investments: Direct and Indirect Relations with School Readiness in Ghana
Quelle	In: Child Development, 90 (2019) 1, S.260-278 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12899
Schlagwörter	Foreign Countries; Socioeconomic Status; School Readiness; Preschool Children; Parents; Emergent Literacy; Ghana + Suchen Sie Ihr Suchwort? Ausland; Socio-economic status; Sozioökonomischer Status; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Eltern; Frühleseunterricht
Abstract	This study examines how parent socioeconomic status (SES) directly and indirectly predicts children's school readiness through pathways of parental investment. Data come from direct assessments with preschool children and surveys with their primary caregivers in Ghana at the start of the 2015-2016 school year (N = 2,137; M[subscript age] = 5.2 years). Results revealed SES-related gaps in all parental investment characteristics and child school readiness skills. Preschool involvement served as the primary mediating mechanism in the path from SES to most school readiness skills, though it did not predict executive function. The number of books in the household was marginally positively predictive of early literacy, whereas at-home stimulation was negatively related to motor, literacy, and numeracy skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01