Jean M. Ispa

Correlates and Consequences of Spanking and Verbal Punishment for Low-Income White, African American, and Mexican American Toddlers

This study examined the prevalence, predictors, and outcomes of spanking and verbal punishment in 2,573 low-income White, African American, and Mexican American toddlers at ages 1, 2, and 3. Both spanking and verbal punishment varied by maternal race/ethnicity. Child fussiness at age 1 predicted spanking and verbal punishment at all 3 ages. Cross-lagged path analyses indicated that spanking (but not verbal punishment) at age 1 predicted child aggressive behavior problems at age 2 and lower Bayley mental development scores at age 3. Neither child aggressive behavior problems nor Bayley scores predicted later spanking or verbal punishment. In some instances, maternal race/ethnicity and/or emotional responsiveness moderated the effects of spanking and verbal punishment on child outcomes.

Understanding Parenting Stress Among Young, Low-income, African-American, First-Time Mothers

The purpose of this study was to test a theoretical model that examined the extent to which cognitive readiness to parent, perceived difficult child temperament, observed parenting behaviors, and positive coping styles predicted parenting stress among young, low-income, first-time, African-American mothers. One hundred and twenty African-American, first-time mothers who applied to the Early Head Start program were selected to participate in this study. Results based on structural equation modeling indicated that: (1) observed positive parenting behaviors were negatively related to parenting stress; (2) difficult child temperament was positively related to parenting stress; (3) positive coping styles did not buffer the relationship between difficult child temperament and parenting stress; (4) difficult child temperament was not directly associated with observed parenting behaviors; (5) cognitive readiness to parent was only indirectly related to parenting stress; and (6) observed parenting behaviors mediated the link between cognitive readiness to parent and parenting stress. Future research directions and implications of these findings for professionals working with young mothers are discussed.

The Politics of Australian Child Care: From Philanthropy to Feminism

Introduction 1. The Kindergarten movement and urban social reform 2. For the sake of the nation 3. A mothers place? 4. Hitching child care to the Commonwealth star 5. Playing beneath the sword of Damocles 6. For love and money 7. Child care - an industrial issue 8. New players, new rules 9. Equity and economics Conclusion References Index.

Social interactions among teachers, handicapped children, and nonhandicapped children in a mainstreamed preschool

Abstract The emotional tone and social integration of two mainstreamed preschool classes were studied to determine whether or not the findings of an earlier study would be repeated. Although most variables showed no differences between handicapped and nonhandicapped childrens peer-directed and teacher-directed behaviors, result did suggest that, particularly in one class, nonhandicapped children tended to selectively interact with other nonhandicapped (as opposed to handicapped) children when engaging in more complex (associative) social play. Handicapped children did not show the same tendency to interact more within their own group. At the same time, handicapped children received more help and affection from peers, and were more effectionate towards peers, than nonhandicapped children. Teachers refused handicapped childrens requests and corrected their behavior more often; however they also gave them more help and more affection than nonhandicapped children. The results were generally congruent with those of an earlier study but did show more segregation on the part of nonhandicapped children.

Development of kindergarten children based on child care arrangements.

The effects of day care on the development of 835 kindergarten children were analyzed. Associations with child care arrangements (no day care, part-time care, and full-time day care) from birth to age 5 and for only the first year of life are discussed. Overall differences in early child care arrangements were more predictive of differences in social development than of differences in intellectual and gross motor performance. Similarities in certain behavioral variables between children at home and in full-time care are noted. Socioeconomic status, sex, and race differences are also reported.

Mother–Infant Interactions in Early Head Start: A Person-Oriented Within-Ethnic Group Approach

SYNOPSIS Objective . This article identifies patterns of mothering in low-income families from three ethnic groups and explores whether those patterns yield similar associations with child outcomes. Design . A person-centered within-group approach was used to examine observed patterns of mothering among European American (n = 740), African American (n = 604), and Mexican American (n = 322) low-income mothers and their 1-year-olds who were participating in the Early Head Start Research and Evaluation Project. Cluster analytic techniques were employed using four dimensions of mothering coded from videotapes: supportiveness, directiveness/intrusiveness, negative regard, and detachment. Results . Three similar mothering patterns were seen within each ethnic group: Supportive (48%–52%), Directive (29%–30%), and Detached (14%–19%). Although the patterns of mothering were similar, mean scores on discrete mothering behaviors differed across ethnic groups. A fourth pattern—Harsh—was found among European American and African American mothers and was characterized by high levels of negativity (5%–7%). Associations between mothering patterns and three child outcomes at ages 2 and 3 years (cognitive test score, emotional regulation, and engagement of mother) validated cluster solutions and revealed some variation in prediction across ethnic groups. However, Supportive mothering was optimal in all three ethnic groups. Conclusions . Within-group analyses permitted identification of ethnically meaningful mothering patterns. Across the ethnic groups, within-group structures of mothering were similar with comparable predictive power for child outcomes despite group differences in the magnitudes of mean scores for constructs such as supportiveness and directiveness.

Russian Child Care Goals and Values: From Perestroika to 2001.

Abstract Salient goals and values of early childhood educators in six Moscow child care centers were compared to those of a decade ago (before the collapse of the USSR). Current goals and values were determined from interviews, observations, and recent Russian pedagogical books. Educators’ opinions about changes in children and parents were also ascertained. Good health, kindness, politeness, and appreciation of beauty continue to be important childrearing goals. Changes include more emphasis on goals with an individualistic flavor (happiness and self-confidence), more attention to fostering appreciation for Russian history and culture, and more focus on academic preparation for school. Early childhood educators view today’s children as more relaxed, more spontaneous, more noncompliant, less idealistic and innocent, and less skilled at the time of enrollment than their predecessors. They view today’s parents as more assertive and more knowledgeable about the potential of child care to contribute to children’s development, and yet as investing less time in their children than parents of a decade ago. These changes are related to change in the wider society.

Peer Support Among Soviet Day Care Toddlers

The hypothesis that Soviet day care children (mean age = 25.44 months) derive emotional support from the presence of their group-mates was tested. Children were observed in a strange situation in one of three conditions: with a familiar peer (a groupmate), with an unfamiliar peer (a child from another group), or with no peer. An adult stranger was present during two of the three four-minute episodes. Results indicated that children with familiar peers were more comfortable than children with unfamiliar peers, who, in turn, were more comfortable than children with no peer. Differences between children with familiar and unfamiliar peers were most apparent while the adult stranger was absent. Children paired with unfamiliar peers, but not children paired with familiar peers, were upset by her departure. During all three episodes, children with no peer were more upset than children in either of the other two conditions.

Child care in Russia : in transition

Introduction Some History Management and Staff Top Goals Space and Equipment The Daily Routine Indoor Play Lessons: General Features Lessons: Content Area Specifics Outside Time Meals and Naps Discipline Relationships with Parents What We Think of Each Others Programs What Next? References Index

Parent as a Teacher Inventory: A statistical factor analysis.

Strom (10) developed the Parent as a Teacher Inventory (PAAT) to measure parents’ feelings and beliefs regarding interaction with their young children. Parents indicate their level of agreement with 50 statements divided into five 10-item subsets. The investigators administered the PAAT to a sample of 615 parents of preschool children. Item analysis, principal component factor analysis, and a scree test retained 28 items grouped into six separate factors. Using coefficient alpha and multiple correlation, all six factors were found to be reliable and real. Recognition of the need for caution in the use and interpretation of the complete PAAT is important for future research.