Cognitive Stimulation at Home and in Child Care and Children’sPreacademic Skills in Two-Parent Families

dc.contributor.author	Cabrera, Natasha J.
dc.contributor.author	Moon, Ui Jeong
dc.contributor.author	Fagan, Jay
dc.contributor.author	West, Jerry
dc.contributor.author	Aldoney, Daniela
dc.date.accessioned	2021-10-27T13:38:21Z
dc.date.available	2021-10-27T13:38:21Z
dc.date.issued	2020
dc.description.abstract	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.	es
dc.identifier.citation	Child Development, September/October 2020, Volume 91, Number 5, Pages 1709–1717	es
dc.identifier.uri	https://doi.org/10.1111/cdev.13380	es
dc.identifier.uri	http://hdl.handle.net/11447/4945
dc.language.iso	en_US	es
dc.title	Cognitive Stimulation at Home and in Child Care and Children’sPreacademic Skills in Two-Parent Families	es
dc.type	Article	es

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