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首页> 外文期刊>Developmental psychology >Living With a Grandparent and Parent in Early Childhood: Associations With School Readiness and Differences by Demographic Characteristics
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Living With a Grandparent and Parent in Early Childhood: Associations With School Readiness and Differences by Demographic Characteristics

机译：与祖父母和父母在幼儿期生活：入学准备和人口统计学差异的关联

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摘要

Despite the increasing prevalence of 3-generation family households (grandparent, parent, child), relatively little research has studied these households during early childhood. Using nationally representative data from the Early Childhood Longitudinal Study-Birth Cohort (N = ~6，550）, this study investigated the associations between 3-generation coresidence in early childhood and school readiness, and how the associations differed by maternal age, race/ethnicity, nativity, relationship status, and poverty. For the full sample of children, no associations between 3-generation coresidence and school readiness were found. Analyses by demographic characteristics found that race/ethnicity and nativity moderated the associations, whereas maternal age, relationship status, and poverty did not. The study found that 3-generation coresidence was associated with lower levels of expressive language for White, Asian, and Black children but more expressive language for Hispanic children. Coresidence was also associated with more externalizing behavior for White and American Indian/Alaskan Native children but less externalizing behavior for Hispanic and Black children. Analyses by maternal nativity found that for children of immigrant mothers, 3-generation coresidence was associated with more expressive language and less externalizing and internalizing behaviors. Interactions between race/ethnicity and nativity found that the positive associations for Hispanic children were concentrated among children of immigrant parents. No differences were found between grandmother-only and grandmother/grandfather 3-generation family households. Overall, the findings suggest there may be heterogeneity by race/ ethnicity and nativity in the associations between 3-generation coresidence and school readiness.
机译：尽管3代家庭（祖父母，父母，子女）的患病率不断上升，但在儿童早期就对这些家庭进行的研究相对较少。利用来自早期儿童纵向研究-出生队列的全国代表性数据（N =〜6，550），本研究调查了3代儿童早期认知与学校就绪之间的关联，以及该关联如何随孕产妇年龄，种族/种族，出生地，关系状况和贫困;对于整个儿童样本，没有发现三代自信心与入学准备之间的关联;根据人口统计学特征分析，种族/民族和出生促进了这种关联，而孕产妇的年龄，关系研究发现，三代共知与白人，亚洲和黑人儿童的表达语言水平较低相关，而对西班牙裔儿童则具有较高的表达语言水平;与白人和亚洲儿童相比，共知还与更多的外化行为相关。美洲印第安人/阿拉斯加土著儿童，但西班牙裔和黑人儿童的外在化行为较少。塞斯通过母亲的诞生发现，对于移民母亲的孩子来说，三代相识与语言表达能力更高，外在化和内化行为较少有关。种族/民族与出生之间的相互作用发现，西班牙裔儿童的正向联想主要集中在移民父母的子女中。仅祖母和祖母/祖父三代家庭家庭之间没有发现差异。总体而言，研究结果表明，三代自信心与入学准备之间的联系可能因种族/种族和出生而异质。

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