Profiles of Parenting for Low-Income Families and Links to Children’s Preschool Outcomes

ABSTRACT

Parenting is a multidimensional construct that includes practices, attitudes, and emotional capacity. The aims of the study were to examine variation within parenting through a person-centered approach and the extent to which child and family characteristics were associated with profiles of parenting as well as the link between parenting profiles and children’s preacademic skills, language, and behavior outcomes in preschool. This study used data from low-income, ethnically diverse, preschool-aged children (n = 740) and their parents (n = 713) who were participants in a network of high-quality early care and education programs across the United States. Latent profile analyses uncovered four parenting profiles: (1) low enrichment, conflict-oriented, and distressed parent; (2) average enrichment, conflict-oriented, and distressed parent; (3) low to average enrichment, emotionally close, and low distressed parent; and (4) high enrichment, emotionally close, and low distressed parent. Child (age, minority status) and parent (family structure, home language, maternal age, level of education, school/training status, and depressive symptomatology) characteristics were predictive of being in a particular parenting group. Further, parenting profiles were predictive of children’s preschool outcomes. Implications for intervention and programming are discussed.

Ethical approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Declaration of Helsinki and its later amendments or comparable ethical standards.

Informed consent

Informed consent was obtained from all individual participants included in the study.

Additional information

Notes on contributors

Iheoma U. Iruka

All authors of this paper have been part of evaluation studies that received grants from the Ounce of Prevention Fund, which supports the implementation and evaluation of Educare schools.