Annotation from the Connection Collection
You are viewing a record from the Connection Collection, a searchable annotated bibliography database. It links you with research-based information that you can use to connect schools, families, and communities.
| Title: | The impact of childcare and parent-child interactions on school readiness and social skills development for low-income African American children |
| Author: | Connell, C. M., & Prinz, R. J. |
| Year: | 2002 |
| Resource Type: | Journal Article |
| Publication Information: |
Journal of School Psychology, 40(2) pp. 177-193 |
| Connection: | School-Family |
| Education Level: | Early Childhood/Pre-K |
| Literature type: | Research and Evaluation |
Annotation:
This study explores associations between school readiness skills, child care involvement and parent-child interaction quality among kindergarten children from low-income minority families. Findings from the study indicate that mothers' educational level and children's previous involvement in child care were positively associated with a number of readiness outcomes. The quality of parent–child interactions also was positively and significantly associated with specific readiness outcomes; however, no significant associations were found with children's "overall cognitive performance" (p. 188). The sample consisted of 47 children participating in the federal free- and reduced-lunch program in an urban/suburban school district in a medium-sized southeastern U.S. city. All participants were African American. Parents completed survey information and were videotaped interacting with children; the study also used readiness screens and the Brigance, Batelle, and Walker Survey Instrument (WSI), which assesses socio-emotional development. Videotaped interaction involved three semi-structured activities, conducted either at home or at the school's media center. The study was limited by its small sample size and by the methods used to assess the quality of parent-child interactions. The authors also list as limitations "assessment of childcare exposure retrospectively from parent report," and "use of Caucasian coders for parent-child interactions with an African American sample" (p. 190).
Suggested Citation Style:
- Connell, C. M., & Prinz, R. J. (2002). The impact of childcare and parent-child interactions on school readiness and social skills development for low-income African American children. Journal of School Psychology, 40(2), 177-193.