Longitudinal relations of maternal supportiveness and child task-approach behavior to early cognitive development of children with developmental risks

dc.contributor.advisor Carla A. Peterson
dc.contributor.author Jeon, Hyun-Joo
dc.contributor.department Human Development and Family Studies
dc.date 2018-08-25T01:58:38.000
dc.date.accessioned 2020-06-30T07:15:02Z
dc.date.available 2020-06-30T07:15:02Z
dc.date.copyright Thu Jan 01 00:00:00 UTC 2004
dc.date.issued 2004-01-01
dc.description.abstract <p>The purpose of study was to investigate the longitudinal relations among maternal supportiveness, child task-approach behavior, and cognitive development for children with developmental risks. The participants (N = 400) in this study were a subset of the National Early Head Start Research and Evaluation Project. The current study used structural equation modeling analyses including growth-curve models.;Findings are that maternal supportiveness was moderately stable from the time the children were 14 to 36 months of age, but stability of child task-approach behavior was weak between 14 and 24 months of age. Child task-approach behavior became stronger as children grew older. Earlier maternal supportiveness influenced later child task-approach behavior, but earlier child task-approach behavior did not influence later maternal supportiveness. Child task-approach behavior across time influenced the initial level of child cognition and the rate of cognitive development from 14 to 36 months of child age. Earlier maternal supportiveness influenced the initial level of child cognition, and later maternal supportiveness influenced the rate of cognitive development. Maternal education and age were positively related to maternal supportiveness. The initial level of child cognition and earlier child task approach behavior were related negatively to the rate of cognitive development.;This study provides evidence that mothers' supportive interactions are important in children's cognitive development, as well as their task-approach behaviors, and children's task approach behaviors influence their rate of cognitive development. These findings support providing intervention services for low-income mothers, especially those who are young or less well educated in order to enhance their interactions with their children. Also, this study supports the potential utility of improved capabilities for the early diagnosis of developmental delays and more sensitive eligibility criteria for early intervention services.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/1170/
dc.identifier.articleid 2169
dc.identifier.contextkey 6090685
dc.identifier.doi https://doi.org/10.31274/rtd-180813-175
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/1170
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/64986
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/1170/r_3158344.pdf|||Fri Jan 14 18:56:31 UTC 2022
dc.subject.disciplines Developmental Psychology
dc.subject.disciplines Pre-Elementary, Early Childhood, Kindergarten Teacher Education
dc.subject.disciplines Special Education and Teaching
dc.subject.keywords Human development and family studies
dc.subject.keywords Human development and family studies (Early childhood special education)
dc.subject.keywords Early childhood special education
dc.title Longitudinal relations of maternal supportiveness and child task-approach behavior to early cognitive development of children with developmental risks
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
relation.isOrgUnitOfPublication aa55ac20-60f6-41d8-a7d1-c7bf09de0440
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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