ERIC Number: EJ1022236
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Fathers' and Mothers' Home Literacy Involvement and Children's Cognitive and Social Emotional Development: Implications for Family Literacy Programs
Baker, Claire E.
Applied Developmental Science, v17 n4 p184-197 2013
The relations between fathers' and mothers' home literacy involvement at 24 months and children's cognitive and social emotional development in preschool were examined using a large sample of African American and Caucasian families ("N" = 5190) from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B). Hierarchical regression analyses revealed that both fathers' and mothers' home literacy involvement positively contributed to children's cognitive and social emotional development. Specifically, fathers and mothers who participated in more frequent home literacy involvement (e.g., shared book reading) had children with better reading, math, and social emotional outcomes (i.e., sustained attention and fewer negative behaviors) in preschool. Findings suggest that increasing family literacy involvement can have positive benefits for children's cognitive and social emotional skills during the developmentally important early childhood years.
Descriptors: Family Environment, Cognitive Development, Social Development, Emotional Development, Child Development, Preschool Children, African American Children, Whites, Reading Habits, Longitudinal Studies, Regression (Statistics), Fathers, Mothers, Parent Influence, Student Behavior, Mathematics Skills, Reading Skills, Individual Characteristics, Family Characteristics, Racial Differences
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A