Cognitive Development
نویسندگان
چکیده
Economists and developmental psychologists have long been concerned with the factors that promote positive developmental outcomes in children. However, their lenses differ in significant ways. Economists investigate the effects of parents’ skills and monetary and time resources on their children’s educational attainment, health, consumption and ultimate wealth (Aiyagari, Rao & Greenwood, 1999; Becker, 1964 and 1991). In comparison, developmental psychologists emphasize social capital, especially parenting quality, as a core influence on children development (Rodriguez, Tamis-LeMonda, & Spellman, 2005; Tamis-LeMonda, Bornstein & Baumwell, 2001). To date few studies have integrated economic and developmental perspectives (but see NICHD & Duncan, 2003; Yeung, Linver, & Brooks-Gunn, 2002), and those that do rarely document the dynamics of parenting, economic resources and children’s abilities across early developmental periods. The present study addresses these gaps by focusing on reciprocal and unique influences among measures of parental economic resources, parenting behaviors, and children’s cognitive performance within and across children’s first three years. To this end, we examined 2,089 low-income families and their children who participated in the Early Head Start Research and Evaluation Study. Children in this study were assessed at four specific points in early development (baseline, 14, 24, and 36 months).
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