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Parenting and professional childcare in Chile : relations with child developmental outcomes in preschoolers
This dissertation examined the associations between parenting processes, childcare experiences, contextual factors (ethnicity, socioeconomic status [SES]) and preschool children’s socioemotional adjustment and cognitive development in Chile. After the general introduction in Chapter 1, Chapter 2 gives a historical review of child-rearing and education in Chile. Chapter 3 showed that the quality of the home environment predicted children’s receptive and expressive vocabulary after taking ethnicity, SES, and parental caregiver status into account. Furthermore, it was found that the quality of the home environment mediated the relation between SES and receptive and expressive vocabulary, which is in agreement with the Family Investment Model. Chapter 4 revealed that maternal supportive discipline both predicted school readiness and mediated the relation between SES and school readiness, in accordance with the Family Stress Model....
Show moreThis dissertation examined the associations between parenting processes, childcare experiences, contextual factors (ethnicity, socioeconomic status [SES]) and preschool children’s socioemotional adjustment and cognitive development in Chile. After the general introduction in Chapter 1, Chapter 2 gives a historical review of child-rearing and education in Chile. Chapter 3 showed that the quality of the home environment predicted children’s receptive and expressive vocabulary after taking ethnicity, SES, and parental caregiver status into account. Furthermore, it was found that the quality of the home environment mediated the relation between SES and receptive and expressive vocabulary, which is in agreement with the Family Investment Model. Chapter 4 revealed that maternal supportive discipline both predicted school readiness and mediated the relation between SES and school readiness, in accordance with the Family Stress Model. Chapter 5 demonstrated that the quality of the home environment and child executive functions were positively associated with language ability, and that quantity of childcare was inversely related to language ability. No predictors of socioemotional adjustment emerged. The average quality of preschools was inadequate and did not predict child outcomes. Chapter 6 integrates the findings of this dissertation discussing theoretical implications, limitations, directions for future research, and implications for policy and practice.
Show less- All authors
- Löhndorf, R.T.
- Supervisor
- Mesman, J.
- Co-supervisor
- Cárcamo, R.A.; Vermeer, H.J.
- Committee
- Espin, C.A.; Leseman, P.P.M.; Posada, G.
- Qualification
- Doctor (dr.)
- Awarding Institution
- Education and Child Studies , Social and Behavioural Sciences , Leiden University
- Date
- 2018-02-06
- ISBN
- 9789490858520
Funding
- Sponsorship
- This research was supported by a grant awarded to the author by the National Commission for Scientific and Technological Research CONICYT, Chile (Becas Chile).