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This paper examines the relationships among the quality and quantity of parent-child shared book reading (SBR) engagements and children's reading and mathematics outcomes in preschool. Additionally, we explore how child and family characteristics predict the quality and quantity of SBR. Quantity was measured using parental reports of the frequency of SBR. Quality was measured by observational protocols evaluating for questioning, vocabulary, and discussion depth. A structural equation model was estimated using data from a nationally representative sample of 700 children living in the United States from the Early Childhood Longitudinal Study-Birth cohort. Results indicated that the quality of book reading was associated with children's mathematics outcomes, and the quantity was associated with reading outcomes controlling for contextual variables. Socioeconomic status, race or ethnicity, and children's age predicted the quality and quantity of book reading experiences. These findings indicate that frequent exposure to high-quality book reading may positively impact children's mathematics and reading development, but that variation in SBR exists. SBR is a common practice among many parents; helping parents understand the multiple benefits of the practice may further increase the frequency and quality of the engagement. Implications for research and practice are addressed. Highlights This paper describes the relationship between parental book reading practices, mathematics, and reading outcomes., Structural equation models reveal relationships between the quantity of book reading and children's reading outcomes, as well as the quality of book reading and children's mathematics outcomes., High-quality book reading may positively impact academic achievement in multiple domains, but results may vary based on contextual factors. [ABSTRACT FROM AUTHOR]

Despite the growing body of research on parents' beliefs and practices, relatively little is known about the relations between parents' knowledge of children's development, home-based activities, and children's early reading and math skills. This study used data from the Early Childhood Longitudinal Study-Birth Cohort to examine the differences in Asian, Black, Latino, and White children's early reading and math skills at kindergarten entry and whether parents' knowledge of children's development and home-based activities mediate the relation. Parents' knowledge of children's development was assessed when children were 9 months. Home-based activities, including home literacy and enrichment, were assessed when children were preschool age. Asian and White children started kindergarten with significantly higher reading and math scores than Black or Latino children. There also were significant differences across groups in the frequency of engagement in home literacy and enrichment activities. Associations between race/ethnicity and reading/math scores were mediated by parents' knowledge of children's development and home literacy activities. Discussion addresses the importance of parents' knowledge of educationally relevant activities and how to engage in such activities to foster children's reading and math skills and to close racial/ethnic gaps. Highlights This paper examined racial/ethnic difference in children's reading and math skills in kindergarten and explores whether parents' knowledge of children's development and home-based activities mediate the relation between race/ethnicity and children's reading and math skills., By using data from the Early Childhood Longitudinal Study Birth Cohort, this study found that there were systematic racial/ethnic differences in parents' knowledge of children's development, home-based activities, and children's reading and math skills at the start of kindergarten., Parents' knowledge of children's development and home-based activities were found to mediate the association between race/ethnicity and children's reading and math skills for all groups. [ABSTRACT FROM AUTHOR]

How infants are held or contained throughout the day shape infants' experiences, particularly around movement and exploration. In Tajikistan, caregivers use 'gahvora' cradles, which severely restrict the body and limbs. The present study explored the variability and use of containment devices in U.S. and Tajik infants. Using time diaries, we compared 12‐month‐olds in the U.S. and Tajikistan on the types of containments used and the time spent in them throughout the day. During the day, Tajik infants accumulated more time in gahvoras than infants in the U.S. spent in cribs, primarily used for sleep, suggesting gahvoras served other functions. Given the availability of other devices, U.S. infants' time was distributed in short yet frequent bouts across devices. Accumulated time in these containments matched accumulated time Tajik infants spent in gahvoras. Tajik infants accumulated more unrestricted time on the ground, which was distributed in prolonged bouts, than U.S. infants. Findings highlight differences in infants' everyday experiences during the developmental period when motor skills emerge. By embracing commonalities and exploring differences between cultures, this study offers insights into differences in infants' everyday experiences and opportunities for movement. [ABSTRACT FROM AUTHOR]

In May 2021, a reauthorization of the Child Abuse Prevention and Treatment Act (CAPTA) was introduced in the U.S. Senate. This reauthorization substantially amends provisions concerning infants affected by prenatal substance exposure (PSE) and decidedly shifts the policy from a child safety‐ to a public health‐focused approach to achieve the larger goals of healthy and safe child development and caregiver recovery from substance use disorder. Despite its honourable aspirations, no research has tested whether CAPTA "works." To advance scholarship on this policy, we summarize the service needs for this population and clarify how the CAPTA reauthorization aims to address these needs. We then apply a health utilization theory to understanding the mechanisms of effect on maternal‐child outcomes. Based on this theoretical analysis, we discuss directions for future research. [ABSTRACT FROM AUTHOR]

This study examined individual influences on child empathy, the relationship between child and parent empathy, and the relationship between empathy and prosociality across seven countries. A large sample of children (N = 792, 49% female) from the ages of 6–10 years completed a situational empathy task, as well as a dictator game to assess prosociality. The questionnaire of cognitive and affective empathy was used to assess parents' and children's empathic dispositions. Children participated from Canada, China, Colombia, Jordan, South Africa, Turkey, and the United States. Situational empathy, empathic disposition, and prosociality were all positively associated with age. Boys displayed less situational empathy and lower empathic disposition than girls. Parental empathic disposition predicted the same dispositions in children but were not related to children's situational empathy or prosociality. No association was found between child prosociality and child empathic disposition. Overall, the results suggest similar ontologies of empathic disposition and situational empathy across countries. [ABSTRACT FROM AUTHOR]

Abstract: We investigated whether “supportive” and “nonsupportive” dimensions of emotion socialization, commonly identified in studies of European American mothers, were applicable to a low‐income sample of Mexican and Dominican immigrant mothers (N = 112) in the United States, and if so, whether these dimensions related to child emotion knowledge. Exploratory factor analysis was applied to an adapted version of a widely used questionnaire of maternal responses to children's negative emotions (The Coping with Children's Negative Emotions Questionnaire, CCNES; Fabes, Eisenberg, & Bernzweig, ). Children's (mean age = 5.08 years, SD = .11) emotion knowledge was assessed through play‐based vignettes and a task in which children labelled the emotions on pictures of faces. A two‐factor solution on the CCNES aligned with the “supportive” and “nonsupportive” dimensions of prior studies. Mothers' supportive responses related to greater child expressive emotion knowledge. Nonsupportive responses did not relate to child expressive emotion knowledge. The benefits of supportive emotion socialization seen in European American families generalize to Latina American immigrant mothers, but the negative effects of what is considered to be “nonsupportive” in European American mothers might not apply. Highlights: Do the terms “supportive” and “nonsupportive” emotion socialization represent Latina immigrant mothers, and do these dimensions of parenting relate to their children's emotion language? Mothers reported on their emotion socialization practices while children's emotion language was assessed with a play‐based task. We found that mothers' responses represented “supportive” and “nonsupportive” dimensions and that only supportive responses, not nonsupportive, predicted better emotion language among children. Perhaps “nonsupportive” emotion socialization may operate differently among Latino American families than compared to European American families; the interpretation of what is “nonsupportive” among Latino families merits further study. [ABSTRACT FROM AUTHOR]

Unintended pregnancy is prevalent in the United States and has been linked to challenges for both mothers and their children over time. However, studies have not yet identified mechanisms through which pregnancy intention is associated with children's outcomes. Identification of mechanisms among families at risk for negative outcomes will inform early clinical intervention. This current study examined the association between mothers' pregnancy plans reported during pregnancy and children's externalizing, internalizing, dysregulation, and social-emotional competence outcomes at 3 years old among an at-risk sample of 682 first-time mothers from the Predicting and Preventing Neglect in Teen Mothers Study. Further, this study identified mechanisms in the association that can be targeted in clinical intervention. Mediation analyses revealed that mothers' parenting stress when children were 24 months old served as a mechanism in the association between unplanned pregnancy and children's low social-emotional competence at 36 months. Implications for research and clinical practice are discussed. Specifically, early intervention with mothers experiencing unplanned pregnancies may help to promote healthy outcomes among their children over time. Copyright © 2016 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The infant and toddler years are crucial for the development of prosocial behaviour, such as helping, sharing, comforting and cooperation. Recent evidence suggests that the correlates of different types of prosocial behaviour may differ. The current study investigated whether child, maternal parenting and situational characteristics were differentially associated with toddlers' cooperation and concern with a peer. The sample, drawn from the National Institute of Child Health and Human Development Study of Early Child Care, included the 612 children who participated in the 36-month dyadic play session and their mothers. The results indicated that girls were more cooperative and expressed more concern than boys. Greater sustained attention to toys was associated with lower cooperation. Children were more cooperative with peers who engaged in more positive social interaction, and expressed more concern with peers that they had a close relationship with. Maternal sensitivity at 24 months was associated with greater cooperation when the peer engaged in more positive social behaviour. Finally, both maternal sensitivity and cognitive stimulation at 15 months indirectly influenced toddlers' cooperation through maternal sensitivity at 24 months, underscoring the predictive power of early parenting when children are rapidly developing the capacity to engage in prosocial behaviour. Overall, the results highlight some differences in the correlates of toddlers' cooperation and concern. [ABSTRACT FROM AUTHOR]

Behavioural adjustment is critical for children's school readiness. This study used data from a nationally representative sample of children from the Early Childhood Longitudinal Study - Birth Cohort. We examined the effects of interactions between children's negative emotionality, maternal sensitivity and preschool teacher sensitivity on children's kindergarten internalizing and externalizing behaviours. Parent report of children's negative emotionality and observations of maternal sensitivity were obtained at age 2 years, teacher sensitivity was observed in preschool and teacher report of children's behaviour problems was obtained in kindergarten. Negative emotionality moderated links between maternal sensitivity, teacher sensitivity and children's internalizing behaviours. For children high in negativity, maternal sensitivity was positively associated with internalizing behaviour in the context of low teacher sensitivity, whereas for children low in negativity, maternal sensitivity was negatively associated with internalizing behaviour. For children high or low in negativity, internalizing behaviour was comparable when teacher sensitivity was high regardless of maternal sensitivity. Maternal sensitivity and teacher sensitivity interacted to predict externalizing behaviour regardless of child negativity. Children who experienced high teacher sensitivity displayed comparable externalizing behaviour regardless of maternal sensitivity. When children experienced low teacher sensitivity, maternal sensitivity was negatively associated with externalizing behaviour. Interactions between child characteristics and caregiving across developmental contexts are discussed. Copyright © 2014 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

A popular social discourse in the United States is that play is important for children's learning and that parental involvement maximizes play's learning potential. Past research has concluded that parents who hold this view of play are more likely to play with their children than those who do not. This study investigated the prevalence of this view among Euro-American and immigrant Latino parents of young children in order to illuminate the extent to which it uniquely and uniformly motivates parent-child play. Parents' models of play were assessed through interviews and naturalistic observations in a children's museum. Analysis revealed ethnic group differences in parent-child play that corresponded with parental beliefs about play. Within-group analysis, however, revealed diversity in the ways that these play behaviours and beliefs came together to comprise parents' models of play. Discussion focuses on the social nature of play, the dynamic nature of culture, and the issue of individual subject validity. Implications for the interpretation of parent-child play in early childhood settings are considered. Copyright © 2014 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]