Class
Article
Department
Psychology Department
Faculty Mentor
Lori Roggman
Presentation Type
Poster Presentation
Abstract
Interactions between parents and children during infancy and childhood are some of the many key factors to facilitating proper child development (Yoshikawa et al., 2012). Children’s physical and psychological development are very much influenced by their parents (Bornstein, 2002) being able to support positive parenting interactions. In most cases these positive interactions can often be difficult for mothers of lower socioeconomic status. This can be because the work schedules of families with lower SES are ones that are set at non-standard work times which can disrupt family routines and relationships (Strazdins et al., 2004). Or the increased stress that lower SES families can face while trying to provide for their families which can also impact on parent-child interactions (McKay et al., 1996). The aim of this project is to determine how SES can affect parent-child interaction quality in the preschool years. Extant data on a sample of 1272 infants and their families from across the country from the Early Head Start Research and Evaluation Project (EHSREP) were used for this project. Socioeconomic status was measured by looking at percent below and above the poverty line and whether or not the family receives Medicaid, Food Stamps, WIC services, and public housing assistance. Parent-child interaction quality was measured from 10-minute video recordings using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO; Roggman et al., 2013) at 36 months. Preliminary correlational results indicate that there is a slight positive correlation between being above the poverty line and PICCOLO scores at 36 months (r = .06, p = .04). Analyzing these interactions and coming up with ways to help these mothers form positive interactions with their children can be key in helping these families aid their children in developing properly.
Location
Logan, UT
Start Date
4-12-2021 12:00 AM
Included in
The Effects of Low Socioeconomic Status on Parent-Child Interactions
Logan, UT
Interactions between parents and children during infancy and childhood are some of the many key factors to facilitating proper child development (Yoshikawa et al., 2012). Children’s physical and psychological development are very much influenced by their parents (Bornstein, 2002) being able to support positive parenting interactions. In most cases these positive interactions can often be difficult for mothers of lower socioeconomic status. This can be because the work schedules of families with lower SES are ones that are set at non-standard work times which can disrupt family routines and relationships (Strazdins et al., 2004). Or the increased stress that lower SES families can face while trying to provide for their families which can also impact on parent-child interactions (McKay et al., 1996). The aim of this project is to determine how SES can affect parent-child interaction quality in the preschool years. Extant data on a sample of 1272 infants and their families from across the country from the Early Head Start Research and Evaluation Project (EHSREP) were used for this project. Socioeconomic status was measured by looking at percent below and above the poverty line and whether or not the family receives Medicaid, Food Stamps, WIC services, and public housing assistance. Parent-child interaction quality was measured from 10-minute video recordings using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO; Roggman et al., 2013) at 36 months. Preliminary correlational results indicate that there is a slight positive correlation between being above the poverty line and PICCOLO scores at 36 months (r = .06, p = .04). Analyzing these interactions and coming up with ways to help these mothers form positive interactions with their children can be key in helping these families aid their children in developing properly.