Play beliefs and responsive parenting among low-income mothers of preschoolers in the United States

This study examined associations between parents' developmentally appropriate beliefs about young children's play and responsive parenting. Low-income parents and their children enrolled in Head Start programmes (n = 231) in the United States participated in the study. Responsive parenting...

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Bibliographic Details
Published in:Early child development and care 2017-08, Vol.187 (8), p.1359-1371
Main Authors: LaForett, Doré R., Mendez, Julia L.
Format: Article
Language:English
Subjects:
Beliefs
Child Rearing
Depression (Psychology)
Developmentally Appropriate Practices
Head Start
Individual Characteristics
Interpersonal Competence
Likert Scales
Low Income Groups
low-income
Measures (Individuals)
Mother Attitudes
Mothers
parent beliefs
Parent Child Relationship
parenting
Parenting Skills
Parenting Styles
Preschool Children
Preschool Education
Questionnaires
Regression (Statistics)
School Readiness
Self Efficacy
Symptoms (Individual Disorders)
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Summary:This study examined associations between parents' developmentally appropriate beliefs about young children's play and responsive parenting. Low-income parents and their children enrolled in Head Start programmes (n = 231) in the United States participated in the study. Responsive parenting skills (characterized by high levels of warmth and responsiveness, and lower levels of hostility) were related to parents' beliefs endorsing play as valuable (Play Support) for promoting preschool children's social skills and school readiness. Additionally, higher levels of parent depression were negatively associated with Play Support beliefs while higher levels of parent efficacy were positively associated. Parent education showed a positive relation with Play Support beliefs and a negative relationship with beliefs regarding focusing on academic readiness of children without playful learning (Academic Focus). Implications for understanding play-based approaches for promoting children's developmental outcomes within early childhood programmes and family interventions are discussed.
ISSN:0300-4430
1476-8275
DOI:10.1080/03004430.2016.1169180