In contrast to lower-socioeconomic status parents, higher-socioeconomic status parents
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Under a Creative Commons license Open access Highlights- Maternal supportive discipline is vital to preschoolers’ school readiness attainment. -Child executive functions were unaffected by parental beliefs or parenting practices. -Parenting skills have the potential to mitigate the adverse effects of low- socioeconomic status. Empirical knowledge on family processes can guide intervention efforts in preschool settings. AbstractParental beliefs and parenting practices in early childhood are fundamental for the development of preschoolers’ school readiness and executive functions. This study examined the role of socioeconomic status (SES), ethnicity, maternal self-competence, parental cognitive stimulation, and maternal supportive discipline as predictors of five-year-old preschoolers’ school readiness and executive function abilities in 70 families of low-SES homes with a Chilean majority or indigenous Mapuche minority background in Chile. Additionally, the mediating role of parental beliefs and parenting practices between SES and school readiness or executive functioning respectively was investigated as suggested by the Family Stress Model. Results show that maternal supportive discipline predicted school readiness above and beyond SES and ethnicity. Furthermore, maternal supportive discipline mediated the relation between SES and school readiness, whereby higher SES positively affected maternal supportive discipline, which in turn had a favorable effect on school readiness. All other associations were non-significant. The outcomes highlight that parental involvement of culturally diverse families from low-SES backgrounds is important for children's cognitive development. School readiness of Chilean preschoolers from low-SES homes might possibly be improved by enhancing maternal sensitivity and positive behavioral control strategies. These parenting skills have the potential to mitigate the adverse effects of low-SES environments to some extent. The findings of this study inform interventions integrated into early childhood education programs. KeywordsParental beliefs and parenting practices School readiness Executive functions Chilean majority and Mapuche minority preschoolers Family Stress Model Cited by (0)© 2021 The Author(s). Published by Elsevier Inc.
Under a Creative Commons license Open access AbstractSocioeconomic status (SES) is strongly related to parental behaviors and the quality of parent-child interactions. We examined whether through maternal behaviors, SES is linked to joint attention (JA), an important form of parent-child interactions predicting language development. At 12 months, 50 mother-infant dyads were video-recorded during 5-min free play. We coded for maternal behaviors (sensitivity, cognitive stimulation, positive affect, negative affect, control) and JA characteristics (frequency, duration, initiated by maternal following/directing, passive/coordinated, terminated by mother/infant). Mediation analyses showed that higher-SES mothers were more sensitive, less controlling, provided more cognitive stimulation, and displayed more positive affect resulting in JA interactions of higher quality (e.g., initiated by maternal following rather than directing infant's attention) and quantity (i.e., more time spent in JA). These findings contribute to current literature by revealing maternal behaviors as a mediator between SES and mother-infant JA interactions. KeywordsJoint attention Maternal behaviors Infancy Socioeconomic status Cited by (0)© 2021 The Author(s). Published by Elsevier Inc. How does economic status affect parenting?In particular, socioeconomic status (SES) plays an important role in influencing parenting practices and children's development, whereby parents of high SES are able to provide a wider range of experiences, material resources, parental actions, and social interactions that many low SES children may not have access to.
How does socioeconomic status SES affect parenting styles?Relations between SES and parenting
Although economic disadvantage is often conceptualized as stable and chronic, research has found acute declines in income lead often to greater family conflict and higher parental hostility (Conger, Ge, Elder, Lorenz, & Simons, 1994).
How does socioeconomic factors affect child development?Low SES and exposure to adversity are linked to decreased educational success (Sheridan & McLaughlin, 2016). Early experiences and environmental influences can have a lasting impact on learning (linguistic, cognitive and socioemotional skills), behavior and health (Shonkoff & Garner, 2012).
How the family's socioeconomic status may affect the child?Your parents' socioeconomic status will determine many things about your early development: how you view the world; what, how much, and how often you eat; the type of early childhood education; your overall health; or how others view you. It also impacts your later success or failure in life.
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