Caregiving Practices of Low-Income Adolescent Mothers and the Academic Competence of Their First-Grade Children

Vandenbelt, Marcia; Luster, Tom; Bates, Laura

doi:10.1207/s15327922par0103_02

Cited by 11 publications

(6 citation statements)

References 27 publications

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“…Results of the analysis are consistent with our quantitative analyses linking parenting practices during the preschool years to academic outcomes in first grade. The family advocates completed ratings of various dimensions of parenting when the children were 54 months old, and these ratings were predictive of PIAT-R scores and teachers' ratings of reading and math competence 2 years later (Vandenbelt, Luster, & Bates, 2001). High achievement in first grade was positively correlated with maternal warmth, setting and enforcing limits consistently, reading to the child, providing an intellectually supportive environment, and communicating skillfully with the child about household rules and the reasons for those rules.…”

Section: Discussionmentioning

confidence: 99%

Family Advocates’ Perspectives on the Early Academic Success of Children Born to Low‐Income Adolescent Mothers*

Luster¹,

Bates²,

Vandenbelt³

et al. 2003

Family Relations

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Qualitative analyses were conducted to examine family factors related to individual differences in the early school success of children born to low-income adolescent mothers from the perspective of paraprofessional family advocates. These families were participants in a 5-year family support program. Achievement test scores and teacher ratings were used to identify the most successful and least successful students in first grade. Interviews with the advocates about the life experiences of children in each of these groups revealed differences between them in the areas of caregiving practices, maternal characteristics, child characteristics, and contextual sources of stress and support. Given that family service providers are rarely used as informants in this way, the possible strengths and limitations of this approach are discussed.

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Section: Discussionmentioning

confidence: 99%

Family Advocates’ Perspectives on the Early Academic Success of Children Born to Low‐Income Adolescent Mothers*

Luster¹,

Bates²,

Vandenbelt³

et al. 2003

Family Relations

Self Cite

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“…Therefore, we expect variation among children of teen parents in the presence of these types of risks. Indeed, Vandenbelt, Luster, and Bates (2001) found that differences among low-income teenage mothers in home environments and parenting at age 4 predicted their children’s achievement in first grade.…”

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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“…Finally, we should discuss the extensive use of caseworkers in the collection of the data. Researchers rarely e d s t the cooperation of paraprofessional home visitors in studies of at-risk families, with the exception of Luster and colleagues' body of work on teen parenting (e.g., Luster, Perlstadt, McKinney, Sims, & Juang, 1996;Vandenbelt, Luster, & Bates, 2001). Yet, home visitors often develop relations of trust with their clients, allowing them access to privileged information, and they have more extensive experience observing famihes than possible in a single research study.…”

Section: D~s C U S S R O~mentioning

confidence: 99%

“…Even among nonchical samples, the negative effects of an inadequate physical environment on child outcome are not buffered by individual explanatory factors such as the quahty of parent-child interactions (Wachs & Camli, 1991;Evans, Lepore, Shejwal, & Palsane, 1998). Among at-risk famhes, the quality of the home environment is related to the security of the early mother-child relationship and to children's later academic performance (Vandenbelt, Luster, & Bates, 2001; Diener, Casady, & Wright, in press).…”

mentioning

confidence: 99%

Environments of Physically Neglected Children

Casady

Lee

2002

Psychol Rep

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A reanalysis of data from the Gaudin, Polansky, Kilpatrick, and Shilton 1996 study of 185 low-income families combined information from neglectful families with information from the comparison group. Physical neglect was related to maternal depression, more adult problems, stressful life events, negative family affect, and low social support. Multivariate analyses indicated that a combination of higher maternal education, positive family affect, more supportive services, and fewer stressful life events predicted the provision of adequate physical care among low-income families.

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Caregiving Practices of Low-Income Adolescent Mothers and the Academic Competence of Their First-Grade Children

Cited by 11 publications

References 27 publications

Family Advocates’ Perspectives on the Early Academic Success of Children Born to Low‐Income Adolescent Mothers*

Family Advocates’ Perspectives on the Early Academic Success of Children Born to Low‐Income Adolescent Mothers*

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

Environments of Physically Neglected Children

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