3-214 - Family Contributions to the Developmental Outcomes of Latino, Low-Income Children in Early Care and Education Settings

Session Type: Paper Symposium

Integrative Statement

The enrollment of Latino, low-income children in early care and education settings has recently increased (Karoly & Gonzalez, 2011). Although emerging research is exploring these children’s developmental outcomes (Ansari & Winsler, 2012), few studies have examined the contribution of family factors. This symposium examines the role of family factors in the development of this understudied group.
The first study examined the relationship between family engagement and school readiness skills in Latino Head Start children. Children whose families provided more learning opportunities in the home had higher English and Spanish language skills, were more persistent during challenging tasks, and had more positive attitudes towards learning.
In the second study of children in public PreKindergarten, the moderating role of family demographics in the relation between children’s executive functioning and academic outcomes was examined. Executive functioning was related to children’s early literacy and math skills. Parental education was a marginally significant moderator of the relation between executive function and word identification.
The third study explored the relation of infant development to mothers’ cultural identification and beliefs about the intentionality of infant behavior among Early Head Start families. Mothers who identified with their country of origin were more likely to believe infants act intentionally negative. Infants whose mothers believed they acted intentionally negative were at higher risk for behavior problems.
These studies extend our knowledge about the contribution of family factors to developmental outcomes in Latino, low-income children. The implications of these findings for future interventions and research for Latino children will be discussed.

Sub Unit

• Race, Ethnicity, Culture, Context

Chair

• Rebecca H. Berger, The Center for Early Education and Intervention, University of Maryland, College Park

Discussant

• Sandra Barrueco, The Catholic University of America

Individual Presentations

• The Association between the Unique Dimensions of Family Engagement and Latino Children’s School Readiness - Presenting Author: Johayra Bouza, University of Miami; Non-Presenting Author: Daryl Greenfield, University of Miami

• The role of family factors and executive function in low-income Latino preschoolers’ academic outcomes - Presenting Author: Laura Jimenez Parra, University of Maryland, College Park; Non-Presenting Author: Brenda Jones-Harden, University of Maryland; Non-Presenting Author: Bonnie Brett, University of Maryland

• Mothers’ cultural identification and children’s development: The role of mothers’ beliefs about infant behavior - Presenting Author: Rebecca H. Berger, The Center for Early Education and Intervention, University of Maryland, College Park; Non-Presenting Author: Brenda Jones-Harden, University of Maryland; Non-Presenting Author: Lisa Berlin, University of Maryland