Longitudinal and Reciprocal Relations among Parent and Child Outcomes for Black Early Head Start Families

Autor/inn/en	Heberle, Amy E.; Chazan-Cohen, Rachel
Titel	Longitudinal and Reciprocal Relations among Parent and Child Outcomes for Black Early Head Start Families
Quelle	In: Early Education and Development, 34 (2023) 2, S.387-407 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heberle, Amy E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2045461
Schlagwörter	African Americans; Racism; African American Family; Stress Variables; Child Rearing; Child Behavior; Low Income Groups; Federal Programs; Social Services; Early Intervention; Program Effectiveness; Child Development; Preschool Children; Parenting Skills; Language Skills; Social Emotional Learning; Parent Child Relationship; MacArthur Bates Communicative Development Inventories; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Afroamerikaner; Rassismus; Kindererziehung; Social service; Soziale Dienstleistung; Soziale Dienste; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Research Findings: Structural racism places Black families at heightened risk for stress, parenting challenges, and child developmental concerns. These impacts on families persist across the lifespan, though Black families also thrive in spite of the oppression they face. Federally funded programs like Early Head Start (EHS) show promise in supporting vulnerable families and children, and particularly for low-income Black families. The current study examined processes of change over time among parenting behavior, parenting stress, child behavior, and child verbal skills for low-income Black EHS participants as well as control participants. Our findings suggest that functioning at age 1 drives functioning through age 3. Early parenting is a key driver of verbal skills, but less so child behavior. While child behavior and verbal skills do not show significant reciprocal relations in this population, child behavior does show reciprocal relations with parenting stress over time. Furthermore, program participation appears to attenuate the impacts of early parenting behavior and early parenting stress on later parenting behavior and parenting stress. Overall, our results highlight the importance of early support to promote supportive parenting and reduce parenting stress. Practice or Policy: Findings highlight the value of support early in infancy to foster thriving for low-income Black families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01