Mother-Child Book-Sharing and Children's Storytelling Skills in Ethnically Diverse, Low-Income Families

Cognitive Distancing Language in Parent-Child Book Sharing Among Low-Income Mexican American and Chinese American Families: Cultural Group Comparisons and Links to Children's Executive Functions

Research Findings

In the context of parent-child book sharing, cultural influences on cognitive distancing language and its associations with child executive function (EF) have been understudied. This study examined cultural group similarities/differences in parent and child book-sharing distancing language among preschool-aged dual language learners from low-income Mexican American (MA) and Chinese American (CA) families. We further tested concurrent relations between parent/child distancing language and children's EF. The sample consisted of 88 children (45 MAs, 43 CAs, age = 38-68 months) enrolled in Head Start preschools and their parents. To assess distancing language, utterances were coded for cognitive demand and classified as referential (low demand), behavioral (moderate demand), or inferential (high demand). Cognitive tasks tapping inhibitory control and cognitive flexibility were used to assess child EF. Results showed parents and children from both cultural groups produced comparable numbers of story-related utterances. MA dyads used higher proportions of parent/child inferential statements and a lower proportion of parent referential questions. The proportions of parent behavioral questions and child behavioral statements were positively related to child cognitive flexibility.

Practice or Policy

Findings highlight heterogeneity in parent-child verbal interactions among low-income multilingual families and have implications for promoting preschoolers' cognitive/language development in diverse populations.

Thai and American mothers socialize preschoolers' emotional development differently

Cultures vary in beliefs about appropriate display of emotion. Children rely on adults to help them understand emotional experiences and display emotions in a culturally appropriate manner. The present study compared how emotion display differs between Thai and American mother-child interactions during preschool. Language samples from 21 Thai and 21 American mother-child dyads were elicited using prompted reminiscing, book reading, toy play, and child personal narrative tasks. Results revealed group differences in emotion talk and behavior. American dyads expressed more intense emotions during interactions compared to Thai dyads. American dyads also displayed more emotion behaviors than Thai dyads, whereas Thai dyads used more emotion words compared to American dyads. Additionally, there were gender differences in the expression of emotion, with boy dyads more emotionally intense than girl dyads in both groups. Boys displayed more negative emotion behaviors compared to girls during prompted reminiscing, whereas girls used more negative emotion words than boys during the personal narrative task. These findings demonstrate cultural and gender differences in socialization goals and practices regarding emotion display and underscore the influence of mothers' scaffolding on children's emotional development. This research reveals the variability in beliefs and values that underlie emotional development across sociocultural contexts.

The effects of a universal short-term home visiting program: Two-year impact on parenting behavior and parent mental health

BACKGROUND

At the time of childbirth, families face heightened levels of unmet need. These needs, if left unmet, can lead parents to engage in less positive parenting practices, which in turn, increase the risk of child maltreatment. Family Connects (FC) is a universal postnatal nurse home-visiting program designed to prevent child maltreatment by supporting all families in a community through one to three visits to improve parent mental health and parenting behaviors. A randomized controlled trial of FC demonstrated improving positive parenting and reducing postpartum depression through age 6 months.

OBJECTIVE

To determine sustained (2-year) impact of random assignment to FC on parenting behavior and parent mental health and identify heterogeneity of effects.

PARTICIPANTS AND SETTING

A representative subsample of 496 families that had been randomized to FC (255 treatment; 241 control) of infants born between July 1, 2009, and December 31, 2010, in Durham County, North Carolina.

METHODS

Demographic characteristics were collected through hospital discharge data. Treatment-blinded interviewers collected maternal reports of parenting behavior and mental health at infant age two years. Moderation and subgroup analyses were conducted to estimate heterogeneity in impact of FC.

RESULTS

Mothers assigned to FC engaged in more self-reported positive parenting relative to control mothers (B = 0.21; p < 0.05). Hispanic mothers assigned to FC reported greater sense of parenting competence (B = 1.28; p < 0.05). No significant main effect differences were identified for negative parenting, maternal depression, or father involvement.

CONCLUSIONS

Assignment to FC was associated with improvements in population-level self-reported scores of positive parenting 2 years post-intervention.

Parent Emotion Talk with Preschoolers from Low-Income Mexican American and Chinese American Families: Links to Sociocultural Factors

Emotion talk (ET), an emotion socialization practice theorized to promote children's emotion understanding and emotion regulation, has been linked to better socioemotional adjustment in diverse samples. Immigrant children face developmentally unique challenges and opportunities related to their multi-lingual and multi-cultural experiences. The present study aimed to identify sociocultural correlates of parent ET in two groups of low-income immigrant families with preschool-age children: Mexican American (MA) and Chinese American (CA) families. In 90 parent-child dyads (child age = 38 to 70 months, 59% girls; 46 Mexican American and 44 Chinese American) recruited from Head Start programs, parents' (mostly mothers') ET quality and quantity (i.e., use of emotion words, emotion questions and explanations, and overall elaborateness of ET) were coded from verbal transcripts of a shared picture book reading task. First, we found similarities and differences in ET across the two groups. Both MA and CA parents used emotion words, emotion questions, and emotion reasoning, whereas linking the story to personal emotion experience was infrequent. MA parents used more negative emotion words, emotion reasoning, and engaged in more elaborate ET than CA parents. Second, we examined the unique relations of multiple socio-cultural factors (SES, cultural orientations, parent and child demographics) to parent ET. Parent education and child age were associated positively with emotion questions, income was associated positively with emotion reasoning, and parents' heritage culture orientation was associated positively with the elaborateness of ET. The findings highlight the need to consider socio-cultural variations in emotion socialization practices when adapting and disseminating socioemotional learning interventions.

Examining the trajectory of parent emotion talk in mothers of toddlers: A predominantly Latine sample

Supportive parent emotion socialization has been associated with greater child emotion understanding and expression and lower levels of externalizing behavior problems, with limited understanding on parent emotion socialization in toddlerhood. The current study examined the developmental trajectory of emotion socialization via emotion talk in mothers of toddlers from a predominantly Latine sample. Participants were 101 mother-toddler dyads assessed over three time points from ages 12-25 months. Overall, maternal emotion talk remained relatively stable over time, although there was a significant decrease between the first and second assessments before returning to initial rates at the third assessment. Maternal emotion talk did not predict child externalizing behavior over time. Interestingly, however, greater toddler externalizing behavior problems was associated with an increase in maternal emotion talk over time. These findings suggest maternal emotion talk is relatively stable for parents of children who are low on externalizing behaviors and may fluctuate (i.e., slowly increase) for mothers of children who are high in externalizing behaviors. Understanding these mechanisms further could help inform how we implement and personalize parenting interventions.

The Importance of Embodiment and Agency in Parents' Positive Attitudes Towards Shared Reading with Their Children

Parents' attitudes are an important indicator of whether and how parents engage in shared book reading (SBR) at home. This study analysed Norwegian parents' attitudes towards reading books with their children aged between 1-4.5 years. Thematic analysis of data from 24 interviews revealed two main themes in parents' accounts: agency (the child's independence, the adult's control as well as their shared control during SBR) and embodiment (physical presence and intimate experience of a SBR session). Both themes correspond to parents' preference for reading print rather than digital books with their children. Findings are discussed from the socio-material theoretical perspective, with attention to their practical and policy implications.

Cross-cultural differences in mother-preschooler book sharing practices in the United States and Thailand

Cross-cultural differences in book sharing practices of American and Thai mother-preschooler dyads were examined. Twenty-one Thai monolingual and 21 American-English monolingual mothers and their four-year-olds completed a book sharing task. Results revealed narrative style differences between the American and Thai groups: American mothers adopted a high-elaborative story-builder style and used affirmations, descriptions, extensions, and recasting more than Thai mothers. Thai mothers adopted a low-elaborative story-teller style and used more attention directives and expansions than American mothers. American children produced longer narratives than their Thai peers, whereas Thai children repeated their mothers' utterances more than their American counterparts. Maternal and child narrative styles were associated. These results suggest that maternal scaffolding styles differ across cultures and influence children's developing narrative skills.

Shared Book Reading in Preschool Supports Bilingual Children's Second-Language Learning: A Cluster-Randomized Trial

This cluster-randomized controlled study examined dual language learners (DLLs) in Norway who received a book-based language intervention program. About 464 DLLs aged 3-5 years in 123 early childhood classrooms participated in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first languages at home. They received a researcher-developed intervention that was organized around loosely scripted, content-rich shared reading in school and at home. Receiving the intervention had significant impacts on the children's second-language skills (effect sizes of d = .25-.66). In addition to supporting second-language vocabulary and grammar, the program with its focus on perspective taking during shared reading resulted in impacts on children's ability to shift perspectives and understand others' emotional states.

Young Latinx children: At the intersections of race and socioeconomic status

To understand the developmental outcomes of Latinx children growing up poor in the United States, we examine how socioeconomic status (SES) and ethnic minority status jointly condition the development of Latinx children in the United States. To address these gaps, in this chapter we first present a brief demographic profile of Latinx in the United States to contextualize the later theoretical and empirical discussions. We then review theoretical frameworks that explain SES differences in Latinx home environments and examine how they have been used to explain disparities in Latinx children's outcomes. Third, we describe the current research on the early home environments of Latinx children of varying levels of parental SES. Fourth, we review the literature on Latinx children's inequalities noting the scarcity of research that compares Latinx to White children or Latinx to Black children compared to the studies that focus on the White-Black academic gap. Finally, we conclude by summarizing state of knowledge and offering suggestions for future directions. We focus on young children (0-8) due to space limitations but also because the early childhood period is foundational to later development and is where the effects of poverty most likely to have enduring effects.

The sociocultural context of emotion socialization in African American families

The current paper systematically reviews empirical research on parental emotion socialization in African American families, addressing gaps in a literature that has historically focused on White middle class samples. Of the 1210 studies screened, 329 were inspected, 280 were excluded, and 49 were included. Studies addressed emotion-related beliefs and attitudes, emotion expressiveness, discussion of emotion, and responses to children's emotion. Mixed findings are interpreted in light of sociocultural factors. An emerging body of research suggests that the celebration and restriction of children's emotions coexist closely in African American families, perhaps reflecting the joint influence of traditional Afro-cultural values and the historical context of slavery and discrimination. Methodological issues are identified and future directions for research and practice are discussed.