Journal of Applied Developmental Psychology
Parent–child interaction, task-oriented regulation, and cognitive development in toddlers facing developmental risks
Section snippets
Parent–child interactions
The quality of parent–child interactions is one of the most powerful environmental influences on child development according to the Bioecological and Transactional models. This has prompted researchers to use the quality of parent–child interactions to predict outcomes for children with developmental delays (e.g., Croft et al., 2001), disabilities (e.g., Hauser-Cram, Warfield, Shonkoff, & Krauss, 2001), low-birth weight (e.g., Halpern et al., 2001, Landry et al., 2001), and developmental risks
Method
This investigation is embedded within the Early Head Start Research and Evaluation Project (EHSREP), a longitudinal study that was designed to examine the impact of Early Head Start (EHS) and to explore the differential effectiveness of various program models for low-income children and families with different characteristics. Families (N = 3001) from 17 sites were recruited into the EHSREP between July 1996 and September 1998 when their infants were less than 12 months old. Families were randomly
Preliminary analyses
The bivariate correlations among and descriptive statistics for the study variables were examined. The three indicators of parental supportiveness had moderate or strong correlations at each time point. For example, correlations among sensitivity, stimulation of cognitive development, and positive regard indicators ranged from .59 to .65 at 14 months, from .56 to .72 at 24 months, from .49 to .69 at 36 months. Indicators of child task-oriented regulation were moderately correlated at each time
Discussion
This study used latent growth modeling to examine relations among baseline levels and rates of change of parental supportiveness, children's task-oriented regulation, and cognition for low-income toddlers facing developmental risks.
Acknowledgments
The findings reported here are based on research conducted as part of the National Early Head Start Research and Evaluation Project funded by the Administration for Children and Families (ACF), U.S. Department of Health and Human Services under Contract 105-95-1936 to Mathematica Policy Research, Princeton, NJ, and Columbia University’s Center for Children and Families, Teachers College, in conjunction with the Early Head Start Research Consortium. The content of this publication does not
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