Cumulative Risk, the Mother–Child Relationship, and Social-Emotional Competence in Latino Head Start Children

Maria Marti Castaner; Albert Bonillo; Maria Claustre Jane Ballabriga; Elisa Fisher; Helena Duch

Cumulative Risk, the Mother–Child Relationship, and Social-Emotional Competence in Latino Head Start Children

Maria Marti Castaner, Albert Bonillo, Maria Claustre Jane Ballabriga, Elisa Fisher, Helena Duch

Afdeling for Sundhedstjenesteforskning

Abstract

Supportive mother–child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother–child interaction. In spite of Latino children being disproportionately represented among children living in poverty, research on mother–child interactions among economically disadvantaged Latino families remains scarce and results are mixed. The current study used an ecological approach to examine the relationship between maternal cumulative risk, child developmental delay, observed and self-reported quality of the mother–child relationship, time spent in Head Start, and teachers’ and parents’ ratings of social-emotional competence among 106 Latino Head Start children and their mothers. Cumulative risk showed a negative association with observed maternal supportiveness and self-reported quality of the mother–child relationship. Cumulative risk had negative and positive indirect effects, respectively, on child social competence and problem behavior through perceived quality of the mother–child relationship. This association only occurred when parent ratings of child behavior were used. Time spent in Head Start moderated the association between observed maternal supportiveness and social competence. Practice or Policy: Implications for providers and researchers attempting to improve social-emotional competence in disadvantaged Latino children by enhancing positive and supportive parenting practice are discussed.

Originalsprog	Engelsk
Tidsskrift	Early Education and Development
ISSN	1040-9289
Status	Udgivet - dec. 2015

Citationsformater

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title = "Cumulative Risk, the Mother–Child Relationship, and Social-Emotional Competence in Latino Head Start Children",

abstract = "Supportive mother–child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother–child interaction. In spite of Latino children being disproportionately represented among children living in poverty, research on mother–child interactions among economically disadvantaged Latino families remains scarce and results are mixed. The current study used an ecological approach to examine the relationship between maternal cumulative risk, child developmental delay, observed and self-reported quality of the mother–child relationship, time spent in Head Start, and teachers{\textquoteright} and parents{\textquoteright} ratings of social-emotional competence among 106 Latino Head Start children and their mothers. Cumulative risk showed a negative association with observed maternal supportiveness and self-reported quality of the mother–child relationship. Cumulative risk had negative and positive indirect effects, respectively, on child social competence and problem behavior through perceived quality of the mother–child relationship. This association only occurred when parent ratings of child behavior were used. Time spent in Head Start moderated the association between observed maternal supportiveness and social competence. Practice or Policy: Implications for providers and researchers attempting to improve social-emotional competence in disadvantaged Latino children by enhancing positive and supportive parenting practice are discussed.",

author = "{Marti Castaner}, Maria and Albert Bonillo and {Jane Ballabriga}, {Maria Claustre} and Elisa Fisher and Helena Duch",

year = "2015",

month = dec,

language = "English",

journal = "Early Education and Development",

issn = "1040-9289",

publisher = "Routledge",

}

TY - JOUR

T1 - Cumulative Risk, the Mother–Child Relationship, and Social-Emotional Competence in Latino Head Start Children

AU - Marti Castaner, Maria

AU - Bonillo, Albert

AU - Jane Ballabriga, Maria Claustre

AU - Fisher, Elisa

AU - Duch, Helena

PY - 2015/12

Y1 - 2015/12

N2 - Supportive mother–child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother–child interaction. In spite of Latino children being disproportionately represented among children living in poverty, research on mother–child interactions among economically disadvantaged Latino families remains scarce and results are mixed. The current study used an ecological approach to examine the relationship between maternal cumulative risk, child developmental delay, observed and self-reported quality of the mother–child relationship, time spent in Head Start, and teachers’ and parents’ ratings of social-emotional competence among 106 Latino Head Start children and their mothers. Cumulative risk showed a negative association with observed maternal supportiveness and self-reported quality of the mother–child relationship. Cumulative risk had negative and positive indirect effects, respectively, on child social competence and problem behavior through perceived quality of the mother–child relationship. This association only occurred when parent ratings of child behavior were used. Time spent in Head Start moderated the association between observed maternal supportiveness and social competence. Practice or Policy: Implications for providers and researchers attempting to improve social-emotional competence in disadvantaged Latino children by enhancing positive and supportive parenting practice are discussed.

AB - Supportive mother–child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother–child interaction. In spite of Latino children being disproportionately represented among children living in poverty, research on mother–child interactions among economically disadvantaged Latino families remains scarce and results are mixed. The current study used an ecological approach to examine the relationship between maternal cumulative risk, child developmental delay, observed and self-reported quality of the mother–child relationship, time spent in Head Start, and teachers’ and parents’ ratings of social-emotional competence among 106 Latino Head Start children and their mothers. Cumulative risk showed a negative association with observed maternal supportiveness and self-reported quality of the mother–child relationship. Cumulative risk had negative and positive indirect effects, respectively, on child social competence and problem behavior through perceived quality of the mother–child relationship. This association only occurred when parent ratings of child behavior were used. Time spent in Head Start moderated the association between observed maternal supportiveness and social competence. Practice or Policy: Implications for providers and researchers attempting to improve social-emotional competence in disadvantaged Latino children by enhancing positive and supportive parenting practice are discussed.

M3 - Journal article

SN - 1040-9289

JO - Early Education and Development

JF - Early Education and Development

ER -

Cumulative Risk, the Mother–Child Relationship, and Social-Emotional Competence in Latino Head Start Children

Abstract

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