Parenting Practices in Preschool Leading to Later Cognitive Competence: A Family Stress Model

Abstract

Research Findings: This study investigates the effect of the early home environment on self-regulation in preschoolers, and how self-regulation relates to later school achievement, while taking into account family resources. Participants were part of the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development. Our model tested paths from family income and maternal depression through parenting to dyadic and child outcomes, including attachment, self-regulation, and child cognitive outcomes in the 1st grade. Findings indicated that family income and maternal depression had a substantial effect on parenting practices. Children whose parents did not display negative affect toward them during episodes of depression were more likely to maintain healthy attachment styles. Parenting, which was directly affected by family income, was the most important predictor of children's cognitive development. Practice or Policy: Regarding implications for practice, this research indicates that parents who provide a safe and stimulating environment for their children, despite limited financial resources or mental health issues, are more likely to have children who are prepared for school. School counselors, child care administrators, and policymakers should be aware of the importance of parenting to school success and should provide opportunities for parent education and involvement during the first years of life.

ACKNOWLEDGMENTS

The first author would like to acknowledge the support of the National Institute of Child Health and Human Development (NICHD) and the American Psychological Association for investigators on the NICHD Study of Early Child Care and Youth Development. She would also like to acknowledge the late Tom Luster, who assisted with an early draft of this article.

Notes

Note. The original sample size was reduced from 1,364 to 1,023; however, there were no significant differences related to attrition on demographics or the research study variables.

Note. Point-biserial correlations are provided for the subscales of the Home Observation for Measurement of the Environment (Enrichment, Positive Parenting, and Lack of Negativity).

**p < .01.

Note. % mediated =ab/c, where a =unstandardized regression coefficient between predictor and mediator, b =unstandardized regression coefficient between mediator and outcome variable, and c =unstandardized regression coefficient between predictor and outcome variable.

**p < .01.

***p < .001.

Note. χ²(35, N = 1,023) = 81.751, p < .001, root mean square error of approximation =.036, comparative fit index =.954.

**p < .01.

***p < .001.