Socioeconomic status, parental beliefs, and parenting practices as predictors of preschoolers' school readiness and executive functions in chile

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datacite.alternateIdentifier.citationEarly Childhood Research Quarterly, Vol.57, N°, 74-61, 2021.
datacite.alternateIdentifier.doi10.1016/j.ecresq.2021.05.001
datacite.alternateIdentifier.issn0885-2006
datacite.creatorLohndorf, Regina T.
datacite.creatorVermeer, Harriet J.
datacite.creatorde la Harpe, Christian
datacite.creatorMesman, Judi
datacite.date2021
datacite.rightsAcceso Abierto
datacite.subjectCreencias Parentales y Prácticas de Crianza
datacite.subjectPreparación Escolar
datacite.subjectFunciones Ejecutivas
datacite.subjectMayoría Chilena y Minoría Mapuche
datacite.subjectNiños en Edad Preescolar
datacite.subjectModelo de Estrés Familiar
datacite.subject.englishParental beliefs and parenting practices
datacite.subject.englishSchool readiness
datacite.subject.englishExecutive functions
datacite.subject.englishChilean majority and Mapuche minority
datacite.subject.englishpreschoolers
datacite.subject.englishFamily Stress Model
datacite.titleSocioeconomic status, parental beliefs, and parenting practices as predictors of preschoolers' school readiness and executive functions in chile
dc.date.accessioned10/4/21 15:44
dc.date.available10/4/21 15:44
dc.description.abstractParental beliefs and parenting practices in early childhood are fundamental for the development of preschoolers' school readiness and executive functions. This study examined the role of socioeconomic status (SES), ethnicity, maternal self-competence, parental cognitive stimulation, and maternal supportive discipline as predictors of five-year-old preschoolers' school readiness and executive function abilities in 70 families of low-SES homes with a Chilean majority or indigenous Mapuche minority background in Chile. Additionally, the mediating role of parental beliefs and parenting practices between SES and school readiness or executive functioning respectively was investigated as suggested by the Family Stress Model. Results show that maternal supportive discipline predicted school readiness above and beyond SES and ethnicity. Furthermore, maternal supportive discipline mediated the relation between SES and school readiness, whereby higher SES positively affected maternal supportive discipline, which in turn had a favorable effect on school readiness. All other associations were non-significant. The outcomes highlight that parental involvement of culturally diverse families from low-SES backgrounds is important for children's cognitive development. School readiness of Chilean preschoolers from low-SES homes might possibly be improved by enhancing maternal sensitivity and positive behavioral control strategies. These parenting skills have the potential to mitigate the adverse effects of low-SES environments to some extent. The findings of this study inform interventions integrated into early childhood education programs. (c) 2021 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ )
dc.formatPDF
dc.identifier.issn0885-2006
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/4254
dc.language.isoen
dc.publisherElsevier
dc.sourceEarly Childhood Research Quarterly
dspace.entity.typePublication
oaire.citationEdition2021
oaire.citationEndPage74
oaire.citationStartPage61
oaire.citationTitleEarly Childhood Research Quarterly
oaire.citationVolume57
oaire.fundingReferenceComisión Nacional de Investigación Científica y Tecnológica - CONICYT
oaire.licenseConditionObra bajo licencia Creative Commons Atribución 4.0 Internacional
oaire.licenseCondition.urihttps://creativecommons.org/licenses/by/4.0/
oaire.resourceTypeArtículo
oaire.resourceType.enArticle
uct.catalogadorjvu
uct.comunidadCiencias de la Saluden_US
uct.departamentoDepartamento de Psicología
uct.facultadFacultad de Ciencias de la Salud
uct.indizacionSocial Sciences Citation Index - SSCI
uct.indizacionScopus
uct.indizacionPubMed
uct.indizacionERIC
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