Home Advantage: Social Class and Parental Intervention in Elementary Education.

Weston, Beau; Lareau, Annette

doi:10.2307/2072154

Cited by 49 publications

(79 citation statements)

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“…While such relationships were found in this data set, there were also instances where contrasting practices seem to have a positive influence on children's cognitive development (e.g., Jackson, 2009). As Lareau (2000) points out, qualitative data helps extract the meaning of events, and in these instances, the meaning behind why these teachers do what they do might supersede whether or not they are considering whether these practices are DAP or not. For instance, Sanders et al (2007) found that the African American program directors in their study intentionally taught their students academic content didactically to "buffer against the future injustices that their students will experience due to their status as a racial ethnic minority" (p. 400).…”

Section: Discussionmentioning

confidence: 99%

The Influence of Developmentally Appropriate Practice on Children's Cognitive Development: A Qualitative Metasynthesis

Brown¹,

Lan²

2013

Teachers College Record: The Voice of Scholarship in Education

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BackgroundAs policymakers and advocates across the United States look to early childhood educators to improve children's cognitive development so they enter elementary school ready to learn, debates have emerged over what types of practices these educators should be engaged in to achieve this goal. Historically, the field of early childhood education has advocated for teachers to employ developmentally appropriate practices to ready young children for school success. Yet, empirically, the quantitative studies that have examined the impact of these practices on children's cognitive development have produced mixed results. Absent from these debates are qualitative research studies exploring this topic.Purpose of StudyTo address this issue, this article presents findings from a qualitative metasynthesis that studied whether teachers and/or administrators were engaging in developmentally appropriate practices, and if so, how such practices might influence children's cognitive development.Research DesignThis qualitative metasynthesis used a template analysis to code 12 peer-reviewed qualitative studies that were based on original research, took place in the United States, and involved practicing teachers and administrators who worked in early childhood settings (birth through Grade 3).FindingsThe findings appear to demonstrate a positive influence of teachers’ developmentally appropriate practices on children's cognitive development and a negative influence from practices that contrast with this construct. These findings also reveal the need to continue to refine the conception of these practices as well as additional research that examines the influence of such practices on children's development.ConclusionIt appears that developmentally appropriate practices can positively influence children's cognitive development. Still, it is uncertain as to what these benefits mean in terms of student outcomes, which has become a fundamental issue for publicly funded early education programs. This metasynthesis points to the need for further research that uses a range of measures to examine the influence of developmentally appropriate practices on children rather than teachers. Such work should pay attention to children's cognitive development as well as attend to children's cultural backgrounds. By doing so, it could help inform the fields of early and elementary school education about the impact of developmentally appropriate practices on children's development so that educators across both contexts can provide instructional practices that ready young children for school success.

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Section: Discussionmentioning

confidence: 99%

The Influence of Developmentally Appropriate Practice on Children's Cognitive Development: A Qualitative Metasynthesis

Brown¹,

Lan²

2013

Teachers College Record: The Voice of Scholarship in Education

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“…In the last decade, there has been increased attention directed at improving our understanding of how social disadvantages are transmitted across generations. These key mechanisms of transmission often involve family dynamics and parenting (Lareau, 2000;McLanahan, 2004;Conger et al, 2010;Ermisch et al, 2012;Kalil, 2015). Whereas the literature on the effects of parenting among juvenile offenders has predominantly focused on delinquent boys, the current study aims to fill the gap in our understanding of parenting influences among delinquent girls.…”

Section: The Present Studymentioning

confidence: 97%

The role of paternal and maternal warmth and hostility on daughter’s psychosocial outcomes: The insidious effects of father warmth combined with high paternal hostility

Dmitrieva

Espel

2023

Front. Psychol.

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IntroductionDespite the well-accepted view on the importance of parental warmth and parental hostility for adolescent development, few studies have examined the joint interactive effects of these two key aspects of parenting. Furthermore, research comparing maternal and paternal parenting is limited, with the father-daughter relationship during adolescence remaining one of the more understudied familial contexts. Given that family processes are key for the intergenerational transmission of inequality, these parent–child relationships may be especially important for youth at risk for exposure to violence.ObjectivesUsing a sample of juvenile female offenders, this study examined the associations between the perceived warmth and hostility in the father-daughter and mother-daughter relationships on daughters’ depressive symptoms, anxiety symptoms, romantic partner warmth, romantic partner hostility, and the daughter’s sense of agency. We hypothesized that high perceived parental warmth would moderate the effects of parental hostility by protecting daughters from the negative effects of parental hostility, with stronger effects for the father-daughter than the mother-daughter relationship.ResultsIn contrast, our paternal relationship findings across four of the five outcomes suggest a moderation in the opposite direction – that is, high perceived father warmth exacerbates the deleterious effects of father hostility on daughters’ depressive symptoms, anxiety, romantic partner warmth, and romantic partner hostility. Maternal warmth, and not hostility, had a direct association with these four outcomes, with stronger explanatory power shown for the father-daughter than the mother-daughter model. Higher agency was associated with maternal hostility only.ConclusionOur findings suggest that daughters might be modeling and internalizing the relationship with their fathers (for better or worse) when they perceive it as warm and supportive. Consequently, adolescent girls whose fathers exhibit hostile behavior may benefit from emotional distancing from their fathers.

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“…Social capital theory (Coleman, 1988) supports the notion that the difference of SES in the intergenerational transmission of resources is usually reflected in the quantity of direct transmission and transmission mode of indirect transmission (McNeal, 1999). Weston and Lareau (1991) believe the level of cultural and social capital is positively correlated with the degree of parental involvement. It is generally believed that parental involvement is one of the characteristics of parenting behavior, which means that parents may fulfill their parental roles through emotional input and behavioral guidance in children's daily life.…”

Section: Literature Review and Hypothesismentioning

confidence: 99%

How parental socioeconomic status contribute to children's sports participation in China: A cross‐sectional study

Xia

Zhou

2020

Journal Community Psychology

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Socioeconomic status (SES) is an important factor contributing to health inequality. This study aimed to investigate factors that predict junior school students' sports participation, identify the mechanisms underlying transmission of social resources and assess the mediating effects of classmate support and parental involvement on the relationship between parental SES and children's sports participation. 4829 males and 4536 females (mean age = 13.56 years, standard deviation = 0.686 years) participated in the study. Multivariate regression was adopted to analyze the determinants of junior school students' sports participation and multiple mediation analyses were used to analyze the hypothesized model. The results indicated that parental SES is significantly and directly correlated with junior school students' sports participation. In addition, parental SES has a significant indirect effect on sports participation through classmate support and parental involvement. Furthermore, the mediation effect of classmate support on the association between parental SES and sports participation is stronger than that of parental involvement. To promote and facilitate the participation of junior school students', strategies should be developed by government and social workers to strengthen classmate support and parental involvement.

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Home Advantage: Social Class and Parental Intervention in Elementary Education.

Cited by 49 publications

References 0 publications

The Influence of Developmentally Appropriate Practice on Children's Cognitive Development: A Qualitative Metasynthesis

The Influence of Developmentally Appropriate Practice on Children's Cognitive Development: A Qualitative Metasynthesis

The role of paternal and maternal warmth and hostility on daughter’s psychosocial outcomes: The insidious effects of father warmth combined with high paternal hostility

How parental socioeconomic status contribute to children's sports participation in China: A cross‐sectional study

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