Household Socioeconomic Status and Parental Investments: Direct and Indirect Relations With School Readiness in Ghana

This study examines how parent socioeconomic status (SES) directly and indirectly predicts children's school readiness through pathways of parental investment. Data come from direct assessments with preschool children and surveys with their primary caregivers in Ghana at the start of the 2015–2...

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Bibliographic Details
Published in:Child development 2019-01, Vol.90 (1), p.260-278
Main Authors: Wolf, Sharon, McCoy, Dana Charles
Format: Article
Language:English
Subjects:
Academic readiness
Caregivers
Child Development
Child Rearing
Child, Preschool
Children
Emergent Literacy
EMPIRICAL ARTICLES
Executive function
Female
Foreign Countries
Ghana
Humans
Investments
Literacy
Male
Motor skill
Numeracy
Parenting
Parents
Parents & parenting
Preschool Children
School Readiness
Schools
Social Class
Socioeconomic factors
Socioeconomic Status
Stimulation
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Summary:This study examines how parent socioeconomic status (SES) directly and indirectly predicts children's school readiness through pathways of parental investment. Data come from direct assessments with preschool children and surveys with their primary caregivers in Ghana at the start of the 2015–2016 school year (N = 2,137; Mage = 5.2 years). Results revealed SES-related gaps in all parental investment characteristics andchild school readiness skills. Preschool involvement served as the primary mediating mechanism in the path from SES to most school readiness skills, though it did not predict executive function. The number of books in the household was marginally positively predictive of early literacy, whereas at-home stimulation was negatively related to motor, literacy, and numeracy skills.
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.12899