Understanding pathways to physical child abuse may aid in creating and implementing abuse prevention services. Yet studying child abuse in community samples of parents is fraught with challenges. One solution to these challenges is to examine markers of physical child abuse, rather than asking about abuse directly. The goal of the current investigation is to test a theoretical model of processes that increase the presence of four proximal risk factors, or markers, which have been linked to increased risk for physical child abuse in mothers of young children. The four markers of physical child abuse include: child abuse potential, over-reactive discipline, spanking acceptance, and mothers’ negative child perceptions. Positive associations between an accumulation socio-contextual risk and markers of physical abuse are hypothesized. An accumulation of socio-contextual risk is expected to indirectly predict markers of physical abuse by reducing parenting locus of control, or parents’ perceptions of control in the parent-child relationship. Furthermore, social support and children’s externalizing behavior problems are expected to diminish or intensify this mediated process, respectively. Participants included 85 mothers of young children (ages 1½ to 5 years) from diverse backgrounds. Of the four markers of abuse, cumulative risk and parenting locus of control were correlated only with mothers’ child abuse potential and no statistical association between cumulative risk and parenting locus of control was found. Limited support for moderation hypotheses emerged. Theoretical implications are discussed.

Empirical research on parents’ decision making process and parents’ actual criteria when considering preschool is critical when considering its relationship to early educational experiences and subsequent outcomes for children. Research has consistently demonstrated that the type and quality of preschool program children attend has implications for future academic success. A review of past research suggests parents often have difficulty assessing quality and include a wide range of considerations that include both practical and educational features of care. The current study utilized a transactional ecological framework to examine parent considerations and related family, child and cultural factors. A series of focus groups and interviews were conducted with parents to identify parent considerations and inform creation of a survey measure designed to assess these considerations. Surveys were then completed by 203 parents from varying socioeconomic and ethnic backgrounds who had a child that qualified for state-funded preschool the following year. Parents were recruited from 20 centers including Head Start programs, private-for profit programs, religiously affiliated programs and one YMCA center. Exploratory factor analysis identified two highly correlated categories of considerations: 1) characteristics that designate several types of quality indicators and 2) characteristics that designate a program’s practical features. A series of hierarchical regressions indicated a combination of cultural, family and child factors are important when assessing parents’ considerations for pre-kindergarten. In particular, socioeconomic status, parents’ beliefs about childrearing and involvement and children’s prosocial skills and family structure were uniquely related to parental endorsement of quality and practical considerations. These findings have important implications for policymakers and practitioners.

Empirical research on parents’ decision making process and parents’ actual criteria when considering preschool is critical when considering its relationship to early educational experiences and subsequent outcomes for children. Research has consistently demonstrated that the type and quality of preschool program children attend has implications for future academic success. A review of past research suggests parents often have difficulty assessing quality and include a wide range of considerations that include both practical and educational features of care. The current study utilized a transactional ecological framework to examine parent considerations and related family, child and cultural factors. A series of focus groups and interviews were conducted with parents to identify parent considerations and inform creation of a survey measure designed to assess these considerations. Surveys were then completed by 203 parents from varying socioeconomic and ethnic backgrounds who had a child that qualified for state-funded preschool the following year. Parents were recruited from 20 centers including Head Start programs, private-for profit programs, religiously affiliated programs and one YMCA center. Exploratory factor analysis identified two highly correlated categories of considerations: 1) characteristics that designate several types of quality indicators and 2) characteristics that designate a program’s practical features. A series of hierarchical regressions indicated a combination of cultural, family and child factors are important when assessing parents’ considerations for pre-kindergarten. In particular, socioeconomic status, parents’ beliefs about childrearing and involvement and children’s prosocial skills and family structure were uniquely related to parental endorsement of quality and practical considerations. These findings have important implications for policymakers and practitioners.

Parents’ perceptions of how their children learn most effectively are crucial drivers in shaping both how they interact with their children and the broader educational landscape in which their children are raised. Recent shifts in educational policy reflect an increasing acceptance of playful learning principles, but methodological gaps have made it challenging to determine which principles drive parents’ attitudes, and how widely shared these perceptions may be across the globe. In the present set of studies, we surveyed parents in the United States and China – countries with purportedly very different cultural attitudes toward education – to assess parent’s perceptions of the connection between common childhood activities and playful learning. Study 1, in the United States, and Study 3, in China, used a between-subjects design to examine parents’ perceptions of 37 common childhood activities across play and learning conditions. Study 2, in the United States, and 4, in China, used a within-subjects design to dig deeper into parents’ perceptions of the overlap between play and learning in these same activities and how this overlap was associated with the characteristics of playful learning (Zosh et al., 2018). We found similarities between both cultures in their categorization of childhood activities as playful and learning. Furthermore, parents in both the United States and China positively associated most characteristics of playful learning with activities that they categorized as both play and learning and that joyful was associated with play, either alone or in conjunction with learning, while joyful was not associated with learning alone. / Psychology

This study examined the relationship among parents' literacy beliefs, home literacy experiences, and children's literacy skills. Forty-three children, who attended a university preschool, and their parents participated in the study. Parents' literacy beliefs and the home literacy experience, namely shared book reading, were examined through a self-report questionnaire. One important section of this questionnaire provided information about parents' beliefs concerning literacy acquisition; specifically, whether they believed in a top-down or bottom-up approach. The children were tested individually for emergent literacy skills, including concepts of print, alphabetic knowledge, rhyming skills, oral language skills, word recognition, and invented spelling. The results were analyzed using multiple linear regressions and hierarchical linear regressions to determine whether there is evidence of a relationship among literacy beliefs, home literacy experiences, and children's emergent literacy skills. The present study found support for a connection between parental beliefs, measured through their behaviors, and child outcomes. Children whose parents had a top-down literacy perspective (meaning-based orientation), measured by knowledge of children's book titles, had higher receptive vocabulary skills than children whose parents had a bottom-up (skill-based) literacy belief. The implications for parents, early childhood educators, and teachers are that literacy educational programs may need to focus both on teaching parents new literacy behavior as well as on developing beliefs about literacy acquisition.