Mother–Child Interactions in Early Head Start: Age and Ethnic Differences in Low-Income Dyads

SYNOPSIS

Objective . This article describes the videotaped mother–child interaction procedures and coding used in the Early Head Start Research and Evaluation Project, a sample of low-income families, half of whom received the Early Head Start services (treatment group) and half of whom did not (control group), based on within-site random assignment (17 sites). A total of 1,838 dyads were observed and videotaped in the home (39% European American, 36% African American, and 25% Latin American). Design . When the children were 1, 2, and 3 years of age, a “Three Bag” semi-structured play activity was conducted, and when the children were 5 years of age, a “Play Dough task” was conducted. Results . Psychometric properties of the coding scales were similar for the three groups and across the four ages. In general, mean scores were higher on positive and lower on negative mothering for European American dyads than for African American or Latin American dyads. Ethnic differences were generally greatest for positive, and smallest for negative, mothering behaviors. Ethnic differences decreased as children got older. Differences were reduced when controlling for a number of socioeconomic status and other characteristics on average by 40%. Intercorrelations across age were stronger for positive, and smaller for negative mothering; even smaller intercorrelations were found for child behaviors. Conclusions . The coding system developed for Early Head Start was reliable and valid across three ethnic groups of low-income families. Ethnic differences were partially accounted for by other family characteristics. Some stability in mothering behaviors over time was seen (especially for positive mothers), although correlations were modest.

ACKNOWLEDGEMENTS

The findings reported in this Special Issue are based on research conducted as part of the national EHS Research and Evaluation Project funded by the Administration of Children and Families (ACF), U.S. Department of Health and Human Services under contract 105-95-1936 to Mathematica Policy Research, Princeton NJ, and Columbia University's National Center for Children and Families, Teachers College, in conjunction with the EHS Research Consortium. The Consortium consists of representatives from 17 programs participating in the evaluation, 15 local research teams, the evaluation contractors and ACF. Analyses for this article were supported by grants from NICHD, the NICHD Research Network on Child and Family Well-being, the March of Dimes Foundation, and the Marx Family Foundation. The videotapes were coded and analyzed at the National Center for Children and Families, Teachers College, Columbia University. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Health and Human Services.

The writing of this article was supported by a contract from the Administration for Children and Families and from a grant from NICHD. We thank the mothers and their children who graciously allowed us to videotape their interactions in their homes. A huge debt of gratitude goes to the staff and fellows at the National Center for Children and Families who developed the coding system over the years (Lisa Berlin, Rebecca Fauth, Rebecca Ryan, Christy Brady-Smith, and Coleen O'Brien). And, of course a thanks to all of our wonderful graduate students at the National Center for Children and Families who coded the videotapes and to R. Gabriela Barajas for manuscript preparation.