Additive and Synergistic Relations of Early Mother-Child and Caregiver-Child Interactions for Predicting Later Achievement

This study examines associations between stimulating-responsive social interactions with mothers and nonparental childcare providers during the first 3 years of life and children's vocabulary and mathematics skills through age 15 (N = 1,364). Additive relations were found in which more stimulat...

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Bibliographic Details
Published in:Developmental psychology 2019-12, Vol.55 (12), p.2522-2533
Main Authors: Duncan, Robert J., Schmitt, Sara A., Vandell, Deborah Lowe
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement
Achievement Tests
Additives
Adolescent
Adolescents
Adult
Caregiver Child Relationship
Caregivers
Caregivers - psychology
Child
Child care
Child Development
Child, Preschool
Childhood
Children
Cognitive Tests
Day care centers
Early intervention
Female
Human
Humans
Infants
Interaction
Interpersonal Relations
Male
Mathematics
Mathematics - statistics & numerical data
Mathematics Achievement
Mathematics skills
Mother Child Relations
Mother-Child Relations - psychology
Mothers
Parent Child Relationship
Parent-child relations
Persistence
Predictor Variables
Skills
Social Interaction
Stimulation
Toddlers
Vocabulary
Vocabulary Development
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Summary:This study examines associations between stimulating-responsive social interactions with mothers and nonparental childcare providers during the first 3 years of life and children's vocabulary and mathematics skills through age 15 (N = 1,364). Additive relations were found in which more stimulating-responsive interactions with mothers and with caregivers were linked to higher mathematics achievement in childhood and adolescence. More stimulating-responsive early interactions with mothers were also associated with larger child vocabularies through age 15. Synergistic relations, consistent with the dual-risk hypothesis, also were found. Children whose early interactions with both mothers and caregivers were low in stimulation and responsivity had substantially lower mathematics skills. Implications for early childhood interventions and policies are discussed.
ISSN:0012-1649
1939-0599
DOI:10.1037/dev0000824