Parental involvement, parenting behaviors, and children's cognitive development in low-income and minority families.(Report)

Abstract. The study examined the longitudinal association of parental involvement in Head Start parent-focused programs, parenting behaviors, and the cognitive development of children by specifying two longitudinal growth models. Model 1 examined the longitudinal effects of the parental involvement in three Head Start parenting programs (parenting classes, group socialization, and support groups) on parenting behaviors (home observation of parental linguistic and cognitive stimulation, video recordings of parental cognitive stimulation, parental supportiveness, detachment, and intrusiveness). Model 2 analyzed the longitudinal effects of those parental behaviors on children's Bayley MDI scores. Using Early Head Start Research and Evaluation (EHSRE) study data and longitudinal multilevel analysis, the study also took various ethnic and language differences among families into account. The results revealed that mothers who participated in parenting classes or socialization meetings provided more linguistic and cognitive stimulation at home. Participants of parental support groups were found to have high levels of parental supportiveness and low levels of parental intrusiveness over time. Higher Barley MDI scores were found for children whose mothers had high levels of parental involvement in Head Start parent programs and provided more at-home linguistic and cognitive stimulation. The African American families, in particular, benefited from attending socialization meetings: attendees displayed fewer parental detachment behaviors and provided more linguistic and cognitive stimulation, resulting in higher Bayley MDI scores of children. The study's findings are theoretically significant and policy relevant.

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Ever since the Head Start program was launched in 1965 to provide low-income children and parents with preschool and parental programs, preventive medical services, and supports, it has served more than 700,000 children annually (Currie & Thomas, 1999). Because of the importance and longevity of the Head Start program, many studies have evaluated the effect of the program on children and families. Most of these studies focus on the cognitive and social outcomes for the Head Start children. Only a few studies have looked at the effect of participation in Head Start parent programs on parents' behavior and skills. Since the significant long-term effect of a Head Start program will depend on the changes in parenting behaviors, knowledge, and skills, there is a need for more studies to understand and assess the effect of Head Start parent programs on parenting skills and how the parenting behaviors change over time. This study focused on the parental participation in the Head Start parent programs and its effect on parent behaviors and, consequently, on children's linguistic and cognitive development. Education researchers and practitioners have long stressed the important role played by parental involvement in children's academic success. When parents are actively involved in and understand school activities, they are better able to help and support their children's learning activities (Gonzalez-DeHass, Willems, & Doan Holbein, 2005). Indeed, quite a few studies indicate that children whose parents are actively involved in their education show higher levels of academic development and achievement (Domina, 2005; St. Clair & Jackson, 2006; Sy & Schulenberg, 2005).

The goal of the Head Start parent programs is to increase parental involvement and parental skills so that parents can better stimulate their children's linguistic, cognitive, social, and emotional growth. Through appropriate intervention, parents can learn how to facilitate their children's cognitive and social development (Conners, Edwards, & Grant, 2006). Although the importance of parental involvement in the lives and education of school-age children is widely accepted, its role for children in preschool or child care has not been extensively researched. Many have wrongly assumed that the majority of younger children are still at home (i.e., not in child care), and have not yet begun their formal education. According to the U.S. Census, however, 57% of children 3 to 5 years of age are enrolled in preschool or other early childhood education program (Annie E. Casey Foundation, 2007). This study proposes to address the lack of research on parental participation in Head Start parent programs and their effect on parent behaviors and on children's subsequent cognitive and linguistic growth. Furthermore, by taking into account ethnic and cultural differences, this study makes an important contribution to the literature by focusing on the longitudinal effects of parental involvement on the cognitive development of young children (infants to preschoolers) from low-income, minority backgrounds. Using early Head Start data from 1997 to 2001, the study asks the following research questions:

1. Does parental involvement in Head Start parenting classes, group socialization, or support group meetings have a longitudinal effect on five parenting behaviors of mothers (home observation of parental linguistic and cognitive stimulation, video recordings of parental cognitive stimulation, parental supportiveness, detachment, and intrusiveness)? How do these effects vary among different ethnic and language groups?

2. Do the five parental behaviors of mothers have significant longitudinal effects on children's cognitive development? How do these effects vary among different ethnic and language groups?

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