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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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| Published in: | Developmental psychology 2019-12, Vol.55 (12), p.2522-2533 |
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| Main Authors: | , , |
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| Language: | English |
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| cited_by | cdi_FETCH-LOGICAL-a533t-6abd9ad30b3545a6b12686432a8ff5ef813beb548319b04d5ece42f54afb55423 |
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| container_end_page | 2533 |
| container_issue | 12 |
| container_start_page | 2522 |
| container_title | Developmental psychology |
| container_volume | 55 |
| creator | Duncan, Robert J. Schmitt, Sara A. Vandell, Deborah Lowe |
| description | 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. |
| doi_str_mv | 10.1037/dev0000824 |
| format | article |
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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.</description><identifier>ISSN: 0012-1649</identifier><identifier>EISSN: 1939-0599</identifier><identifier>DOI: 10.1037/dev0000824</identifier><identifier>PMID: 31535893</identifier><language>eng</language><publisher>United States: American Psychological Association</publisher><subject>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</subject><ispartof>Developmental psychology, 2019-12, Vol.55 (12), p.2522-2533</ispartof><rights>2019 American Psychological Association</rights><rights>2019, American Psychological Association</rights><rights>Copyright American Psychological Association Dec 2019</rights><rights>Copyright American Psychological Association Jan 2020</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a533t-6abd9ad30b3545a6b12686432a8ff5ef813beb548319b04d5ece42f54afb55423</citedby><orcidid>0000-0001-6900-0322</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925,30999,33223,33774</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1234786$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/31535893$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Dubow, Eric F</contributor><creatorcontrib>Duncan, Robert J.</creatorcontrib><creatorcontrib>Schmitt, Sara A.</creatorcontrib><creatorcontrib>Vandell, Deborah Lowe</creatorcontrib><title>Additive and Synergistic Relations of Early Mother-Child and Caregiver-Child Interactions for Predicting Later Achievement</title><title>Developmental psychology</title><addtitle>Dev Psychol</addtitle><description>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.</description><subject>Academic Achievement</subject><subject>Achievement</subject><subject>Achievement Tests</subject><subject>Additives</subject><subject>Adolescent</subject><subject>Adolescents</subject><subject>Adult</subject><subject>Caregiver Child Relationship</subject><subject>Caregivers</subject><subject>Caregivers - psychology</subject><subject>Child</subject><subject>Child care</subject><subject>Child Development</subject><subject>Child, Preschool</subject><subject>Childhood</subject><subject>Children</subject><subject>Cognitive Tests</subject><subject>Day care centers</subject><subject>Early intervention</subject><subject>Female</subject><subject>Human</subject><subject>Humans</subject><subject>Infants</subject><subject>Interaction</subject><subject>Interpersonal Relations</subject><subject>Male</subject><subject>Mathematics</subject><subject>Mathematics - statistics & numerical data</subject><subject>Mathematics Achievement</subject><subject>Mathematics skills</subject><subject>Mother Child Relations</subject><subject>Mother-Child Relations - psychology</subject><subject>Mothers</subject><subject>Parent Child Relationship</subject><subject>Parent-child relations</subject><subject>Persistence</subject><subject>Predictor Variables</subject><subject>Skills</subject><subject>Social Interaction</subject><subject>Stimulation</subject><subject>Toddlers</subject><subject>Vocabulary</subject><subject>Vocabulary Development</subject><issn>0012-1649</issn><issn>1939-0599</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>7QJ</sourceid><sourceid>8BJ</sourceid><sourceid>BHHNA</sourceid><recordid>eNp9kU1vEzEQhi0EoiFw4Q6yxKWqtGB77M36GEUpFAWB-Dhb3vU4cbXZDfZupPTX47JtkTh0LqPx-8yH_BLymrP3nMHig8Mjy1EJ-YTMuAZdMKX1UzJjjIuCl1KfkRcpXedSglbPyRlwBarSMCM3S-fCEI5Ibefoj1OHcRvSEBr6HVs7hL5LtPd0bWN7ol_6YYexWO1C6_7yKxtxm5vv3666AaNtpjbfR_otogu57rZ0Y7NGl80u4BH32A0vyTNv24Sv7vKc_Lpc_1x9KjZfP16tlpvCKoChKG3ttHXAalBS2bLmoqxKCcJW3iv0FYcaayUr4Lpm0ilsUAqvpPW1UlLAnJxPcw-x_z1iGsw-pAbb1nbYj8kIkb9swUolM_ruP_S6H2OXrzMCQLCF5oI9TvGqhJKX-lEqb-SKa8kzdTFRTexTiujNIYa9jSfDmbl11_xzN8Nv70aO9R7dA3pvZwbeTADG0DzI689cgFzkw-akmHR7sOaQTo2N2eoWUzPGmC25XWaUMlwYoYSAP8lNt3U</recordid><startdate>20191201</startdate><enddate>20191201</enddate><creator>Duncan, Robert J.</creator><creator>Schmitt, Sara A.</creator><creator>Vandell, Deborah Lowe</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7QJ</scope><scope>7U4</scope><scope>8BJ</scope><scope>BHHNA</scope><scope>DWI</scope><scope>FQK</scope><scope>JBE</scope><scope>K7.</scope><scope>WZK</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0001-6900-0322</orcidid></search><sort><creationdate>20191201</creationdate><title>Additive and Synergistic Relations of Early Mother-Child and Caregiver-Child Interactions for Predicting Later Achievement</title><author>Duncan, Robert J. ; Schmitt, Sara A. ; Vandell, Deborah Lowe</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a533t-6abd9ad30b3545a6b12686432a8ff5ef813beb548319b04d5ece42f54afb55423</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Academic Achievement</topic><topic>Achievement</topic><topic>Achievement Tests</topic><topic>Additives</topic><topic>Adolescent</topic><topic>Adolescents</topic><topic>Adult</topic><topic>Caregiver Child Relationship</topic><topic>Caregivers</topic><topic>Caregivers - psychology</topic><topic>Child</topic><topic>Child care</topic><topic>Child Development</topic><topic>Child, Preschool</topic><topic>Childhood</topic><topic>Children</topic><topic>Cognitive Tests</topic><topic>Day care centers</topic><topic>Early intervention</topic><topic>Female</topic><topic>Human</topic><topic>Humans</topic><topic>Infants</topic><topic>Interaction</topic><topic>Interpersonal Relations</topic><topic>Male</topic><topic>Mathematics</topic><topic>Mathematics - statistics & numerical data</topic><topic>Mathematics Achievement</topic><topic>Mathematics skills</topic><topic>Mother Child Relations</topic><topic>Mother-Child Relations - psychology</topic><topic>Mothers</topic><topic>Parent Child Relationship</topic><topic>Parent-child relations</topic><topic>Persistence</topic><topic>Predictor Variables</topic><topic>Skills</topic><topic>Social Interaction</topic><topic>Stimulation</topic><topic>Toddlers</topic><topic>Vocabulary</topic><topic>Vocabulary Development</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Duncan, Robert J.</creatorcontrib><creatorcontrib>Schmitt, Sara A.</creatorcontrib><creatorcontrib>Vandell, Deborah Lowe</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Criminal Justice (Alumni)</collection><collection>Sociological Abstracts (Ovid)</collection><collection>MEDLINE - Academic</collection><jtitle>Developmental psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Duncan, Robert J.</au><au>Schmitt, Sara A.</au><au>Vandell, Deborah Lowe</au><au>Dubow, Eric F</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1234786</ericid><atitle>Additive and Synergistic Relations of Early Mother-Child and Caregiver-Child Interactions for Predicting Later Achievement</atitle><jtitle>Developmental psychology</jtitle><addtitle>Dev Psychol</addtitle><date>2019-12-01</date><risdate>2019</risdate><volume>55</volume><issue>12</issue><spage>2522</spage><epage>2533</epage><pages>2522-2533</pages><issn>0012-1649</issn><eissn>1939-0599</eissn><abstract>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). 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| source | Applied Social Sciences Index & Abstracts (ASSIA); International Bibliography of the Social Sciences (IBSS); ERIC; Sociological Abstracts; EBSCOhost APA PsycARTICLES |
| 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 |
| title | Additive and Synergistic Relations of Early Mother-Child and Caregiver-Child Interactions for Predicting Later Achievement |
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