Caregiving by low‐income adolescent mothers and the language abilities of their 30‐month‐old children

Luster, Tom; Vandenbelt, Marcia

doi:10.1002/(sici)1097-0355(199922)20:2<148::aid-imhj3>3.3.co;2-t

Cited by 6 publications

(10 citation statements)

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“…Details of the program are described in previous publications (Luster et al. , 1996; Luster & Vandenbelt, 1999). As part of the program evaluation, data were collected at six‐month intervals through the first three years of the children's lives and again at 54 months of age.…”

Section: Methodsmentioning

confidence: 99%

Factors Related to Social Competence in Elementary School Among Children of Adolescent Mothers

2003

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This study examined factors related to social competence in first grade among children of low-income, adolescent mothers. The sample included 83 mother-child dyads who had participated in a family support program for adolescent mothers. Characteristics of the child, mother, and the child's living context were examined for their relationship to children's social skills and problem behaviors. Several factors had significant bivariate relationships with social competence. Children with higher social skills and lower levels of problem behaviors were more likely to have received higher quality parenting, to have higher academic skills, and to live in neighborhoods with lower poverty rates. Children with higher social skills were less likely to have changed schools. In a path analysis, only academic skills were significantly related to either measure of social competence when other factors were controlled. Quality of parenting was indirectly related to social competence, and the effect was mediated by academic skills. School transience was also related to academic skills in the path analysis.

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Section: Methodsmentioning

confidence: 99%

Factors Related to Social Competence in Elementary School Among Children of Adolescent Mothers

2003

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“…The caregiving practices of low‐income adolescent mothers have been identified as one major factor associated with poorer developmental outcomes among their young children (Luster & Vanderbelt, 1999). Compared to adult mothers, adolescent mothers are less verbally expressive, provide lower levels of cognitive and language stimulation in the home, and are less responsive to their infants’ behavior (Barratt & Roach, 1995; Brooks‐Gunn & Chase‐Lansdale, 1995; Culp, Appelbaum, Osoksky, & Levy, 1988; Culp, Culp, Osofsky, & Osofsky, 1991; Culp, Osofsky, & O’Brien, 1996; Osofsky & Osofsky, 1970).…”

Section: The Caregiving Practices Of Adolescent Versus Adult Mothersmentioning

confidence: 99%

Adolescent motherhood and developmental outcomes of children in early Head Start: The influence of maternal parenting behaviors, well-being, and risk factors within the family setting.

Rafferty¹,

Griffin²,

Lodise³

2011

American Journal of Orthopsychiatry

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This longitudinal study examined the influence of parenting behaviors, well-being, and risk factors of low-income adolescent mothers on the cognitive and language abilities of children from infancy to age 3. Participants consisted of 1,240 mother-child dyads enrolled in the Early Head Start Research and Evaluation Project. Data were collected using structured interviews with the mothers and from videotaped mother-child interactions during play activities when children were approximately 14 months old and again at 36 months of age. Positive parenting behaviors exhibited toward the 14-month-old children predicted gains in both cognitive and language abilities more so than did maternal well-being, risk factors within the family setting, and demographic risk factors. Gains in cognitive abilities from infancy to age 3 were predicted by supportive parenting, higher family resources, and lower family conflict when children were infants. Gains in language abilities were predicted by supportive parenting, support for language and learning in the home environment, and higher family resources when children were infants. Finally, path analyses showed that maternal age had an indirect effect on child cognitive and language abilities at age 3 through effects on parenting behaviors. Older mothers were more likely to be supportive during play at age 14 months, which in turn promoted enhanced developmental outcomes at age 3. Implications for intervention and future research are discussed.

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“…The quality of teenage mothers’ parenting has been linked to the language development of their children at ages 2½ (Luster & Vandenbelt, 1999) and 4½ (Luster et al, 2000). The same two studies found home environment factors to be important predictors, as did Oxford and Spieker (2006).…”

Section: Theory and Literaturementioning

confidence: 99%

Ready or Not: Predicting High and Low School Readiness Among Teen Parents’ Children

Mollborn

Dennis

2011

Child Ind Res

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Past research has documented compromised development for teenage mothers’ children compared to others, but less is known about predictors of school readiness among these children or among teenage fathers’ children. Our multidimensional measures of high and low school readiness incorporated math, reading, and behavior scores and parent-reported health. Using parent interviews and direct assessments from the Early Childhood Longitudinal Study-Birth Cohort, we predicted high and low school readiness shortly before kindergarten among children born to a teenage mother and/or father (N≈800). Factors from five structural and interpersonal domains based on the School Transition Model were measured at two time points, including change between those time points, to capture the dynamic nature of early childhood. Four domains (socioeconomic resources, maternal characteristics, parenting, and exposure to adults) predicted high or low school readiness, but often not both. Promising factors associated with both high and low readiness among teen parents’ children came from four domains: maternal education and gains in education (socioeconomic), maternal age of at least 18 and fewer depressive symptoms (maternal characteristics), socioemotional parenting quality and home environment improvements (parenting), and living with fewer children and receiving nonparental child care in infancy (exposure to adults). The findings preliminarily suggest policies that might improve school readiness: encouraging maternal education while supplying child care, focusing teen pregnancy prevention efforts on school-age girls, basic socioeconomic supports, and investments in mental health and high-quality home environments and parenting.

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Caregiving by low‐income adolescent mothers and the language abilities of their 30‐month‐old children

Cited by 6 publications

References 0 publications

Factors Related to Social Competence in Elementary School Among Children of Adolescent Mothers

Factors Related to Social Competence in Elementary School Among Children of Adolescent Mothers

Adolescent motherhood and developmental outcomes of children in early Head Start: The influence of maternal parenting behaviors, well-being, and risk factors within the family setting.

Ready or Not: Predicting High and Low School Readiness Among Teen Parents’ Children

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