Cabrera Natasha J, Malin Jenessa L, Kuhns Catherine, West Jerry
University of Maryland.
Infant Ment Health J. 2017 Jan;38(1):97-114. doi: 10.1002/imhj.21620. Epub 2016 Dec 27.
Using a sample (N = 5,200) drawn from the Early Childhood Longitudinal Study-Birth Cohort, we examined Latino boys' developmental profiles and their early home experiences from 9 months to kindergarten entry in comparison to their peers-Latina girls and White boys. We also examined how children's early home experiences related to outcomes at kindergarten entry and whether these varied by gender and ethnicity. Controlling for socioeconomic indicators, the largest mean group differences were between Latino and White boys, beginning at 24 months and persisting at kindergarten entry. There were modest differences between Latino boys and Latina girls on some outcomes, with boys showing an early and persistent advantage in math and girls showing a persistent advantage in social skills. Household resources and maternal and paternal investments in literacy activities were the strongest predictors of children's preacademic skills at kindergarten entry. Our model did not vary by gender or ethnicity, suggesting that the ingredients for learning are the same for all children.
我们使用从“儿童早期纵向研究——出生队列”中抽取的一个样本（N = 5200），将拉丁裔男孩与他们的同龄人——拉丁裔女孩和白人男孩进行比较，研究了拉丁裔男孩从9个月到幼儿园入学时的发育情况及其早期家庭经历。我们还研究了儿童早期家庭经历与幼儿园入学时的结果之间的关系，以及这些关系是否因性别和种族而异。在控制社会经济指标后，最大的平均组间差异出现在拉丁裔男孩和白人男孩之间，从24个月开始并持续到幼儿园入学。在一些结果上，拉丁裔男孩和拉丁裔女孩之间存在适度差异，男孩在数学方面表现出早期且持续的优势，女孩在社交技能方面表现出持续的优势。家庭资源以及父母在识字活动上的投入是儿童幼儿园入学前学业技能的最强预测因素。我们的模型不因性别或种族而有所不同，这表明学习的要素对所有儿童都是相同的。
