University of Maryland.
Hannam University.
Child Dev. 2020 Sep;91(5):1709-1717. doi: 10.1111/cdev.13380. Epub 2020 Jul 25.
This paper used the Early Childhood Longitudinal Study-Birth Cohort (N = 1,258) to examine the influence of hilevels of cognitive stimulation from mothers, fathers, and childcare providers at 24 months and children's pre-academic skills at 48 and 60 months in two parent families. Results from path analysis showed direct positive effects of fathers' early cognitive stimulation on early reading and math skills at 48 and 60 months. There were also two moderated effects: The effects of high levels of maternal stimulation at 24 months on early math and reading skills at 48 months were largest for children also receiving high levels of cognitive stimulation from their childcare providers. Implications for including fathers in studies of the home cognitive stimulation and strengthening the parent-childcare connection are discussed.
本研究使用早期儿童纵向研究-出生队列（N=1258），考察了来自父母和日托提供者在 24 个月时不同水平的认知刺激对 48 个月和 60 个月时儿童学前技能的影响。路径分析结果表明，父亲在早期的认知刺激对 48 个月和 60 个月时的早期阅读和数学技能有直接的积极影响。还有两个调节作用：24 个月时母亲高水平的刺激对 48 个月时早期数学和阅读技能的影响最大，前提是儿童也从日托提供者那里获得高水平的认知刺激。讨论了将父亲纳入家庭认知刺激研究并加强亲子-照护者联系的意义。
