University of Pennsylvania.
Harvard University.
Child Dev. 2019 Jan;90(1):260-278. doi: 10.1111/cdev.12899. Epub 2017 Jul 14.
This study examines how parent socioeconomic status (SES) directly and indirectly predicts children's school readiness through pathways of parental investment. Data come from direct assessments with preschool children and surveys with their primary caregivers in Ghana at the start of the 2015-2016 school year (N = 2,137; M = 5.2 years). Results revealed SES-related gaps in all parental investment characteristics and child school readiness skills. Preschool involvement served as the primary mediating mechanism in the path from SES to most school readiness skills, though it did not predict executive function. The number of books in the household was marginally positively predictive of early literacy, whereas at-home stimulation was negatively related to motor, literacy, and numeracy skills.
本研究考察了父母的社会经济地位（SES）如何通过父母投资的途径直接和间接地预测儿童的学校准备情况。数据来自于加纳 2015-2016 学年开始时对学龄前儿童的直接评估和对其主要照顾者的调查（N=2137；M=5.2 岁）。研究结果显示，在所有父母投资特征和儿童学校准备技能方面，SES 都存在差距。幼儿园参与是 SES 与大多数学校准备技能之间的主要中介机制，但它不能预测执行功能。家庭拥有的书籍数量与早期读写能力呈正相关，而家庭刺激则与运动、读写和数学技能呈负相关。
