Cognitive Stimulation at Home and in Child Care and Children’s Preacademic Skills in Two-Parent Families

• Cabrera, Natasha J. ^[1] ; Jeong Moon, Ui ^[2] ; Fagan, Jay ^[3] ; West, Jerry ^[1] ; Aldoney, Daniela ^[4]
  1. [1] University of Maryland, College Park

     University of Maryland, College Park

     Estados Unidos

     
  2. [2] Hannam University

     Hannam University

     Corea del Sur

     
  3. [3] Temple University

     Temple University

     City of Philadelphia, Estados Unidos

     
  4. [4] Universidad del Desarrollo

     Universidad del Desarrollo

     Santiago, Chile

     

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• Localización: Child development, ISSN 0009-3920, Vol. 91, Nº. 5, 2020, págs. 1709-1717
• Idioma: inglés
• DOI: 10.1111/cdev.13380
• Texto completo no disponible (Saber más ...)
• Resumen

  • This paper used the Early Childhood Longitudinal Study-Birth Cohort (N = 1,258) to examine the influence of hilevels of cognitive stimulation from mothers, fathers, and childcare providers at 24 months and children?s pre-academic skills at 48 and 60 months in two parent families. Results from path analysis showed direct positive effects of fathers? early cognitive stimulation on early reading and math skills at 48 and 60 months. There were also two moderated effects: The effects of high levels of maternal stimulation at 24 months on early math and reading skills at 48 months were largest for children also receiving high levels of cognitive stimulation from their childcare providers. Implications for including fathers in studies of the home cognitive stimulation and strengthening the parent-childcare connection are discussed.