Emily C. Merz|Tricia A. Zucker|Susan H. Landry|Jeffrey M. Williams|Michael Assel|Heather B. Taylor|Christopher J. Lonigan|Beth M. Phillips|Jeanine Clancy?Menchetti|Marcia A. Barnes|Nancy Eisenberg|Jill de Villiers
Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers
The University of Texas Health Science Center at Houston|The University of Texas Health Science Center at Houston|The University of Texas Health Science Center at Houston|The University of Texas Health Science Center at Houston|The University of Texas Health Science Center at Houston|The University of Texas Health Science Center at Houston|Florida State University|Florida State University|Florida State University|The University of Texas at Austin|Arizona State University|Smith College
study examined concurrent longitudinal associations parental responsiveness inferential language input cognitive skills emotion knowledge among socioeconomically disadvantaged preschoolers parents 2 4yearold children mean age 321 years n 284 participated parentchild free play session children completed cognitive language early literacy early mathematics emotion knowledge assessments approximately 1 year later children completed assessment battery parental responsiveness coded videotaped parentchild free play sessions parental inferential language input coded transcripts subset 127 sessions analyses controlled child age gender parental education longitudinal analyses controlled initial skill level parental responsiveness significantly predicted concurrent cognitive skills well literacy math emotion knowledge 1 year later parental inferential language input significantly positively associated childrens concurrent emotion knowledge longitudinal analyses interaction found children stronger initial language skills higher levels parental inferential language input facilitated greater vocabulary development whereas children weaker initial language skills association parental inferential language input change childrens vocabulary skills findings understanding roles parental responsiveness inferential language input promoting childrens school readiness skills