Human Development & Quantitative Methodology
Permanent URI for this communityhttp://hdl.handle.net/1903/2248
The departments within the College of Education were reorganized and renamed as of July 1, 2011. This department incorporates the former departments of Measurement, Statistics & Evaluation; Human Development; and the Institute for Child Study.
Browse
2 results
Search Results
Item THE INFLUENCE OF STRESS AND SOCIAL SUPPORT ON PARENTING BEHAVIORS AMONG LOW-INCOME FAMILIES: MEDIATIONAL PATHWAYS TO CHILDREN’S SOCIAL DEVELOPMENT(2019) Kuhns, Catherine Emily; Cabrera, Natasha; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Economic stress been shown to compromise children’s social development and undermine parenting behaviors in mothers of young children. A separate literature suggests that social support may attenuate the negative effects of maternal stress on parenting behaviors. Guided by the Family Stress Model and the Stress Buffering Model, this study examined the indirect pathways from maternal experiences of stress (economic and parenting) to children’s social competencies and behavior problems longitudinally in a sample of children from the Early Head Start Family and Child Experiences Survey (Baby FACES). It also tested the moderating effects of two types of social support (instrumental and emotional) on the negative association between stressors (economic and parenting) and children’s social skills. Using structural equation modeling (SEM) results demonstrated support for the Family Stress Model, such that economic stress (at age 1) was longitudinally and indirectly related to children’s social competencies and problem behaviors (at age 3) via observed maternal sensitivity (at age 2). That is, higher levels of economic stress were related to elevated levels of behavior problems and lower levels of social competencies because it increased parenting stress and decreased maternal sensitivity. However, there was no evidence that social support moderated the association between either type of stress and parenting. Findings are discussed in light of policy and programmatic efforts to broaden support of families and children by incorporating services that promote sensitive parent-child interactions and reduce maternal parenting stress.Item Korean child care classroom practices and children's stress behaviors(2007-04-25) kim, bodlemam; Klein, Elisa; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to explore the relationship between classroom practices of child care and children's stress behaviors in Korea. The classification of the type of classroom is based on the Guidelines for Developmentally Appropriate Practices of the National Association for the Education of Young children (NAEYC, 1997), which defines classroom programs in terms of developmentally appropriate practices (DAP) and developmentally inappropriate practices (DIP), based on the way in which the program accounts for normative development, individual development, and cultural context. Stress behavior was observed for 145 four-year-olds in 5 DAP and 5 DIP classrooms. To control the effect of overall quality of the classroom on stress behaviors, classrooms of high quality were selected, and then were classified into DAP and DIP classroom practices. Temperament and gender of the children and parenting stress of mother were examined to understand their relationship to children's stress behaviors. Child and family variables were also controlled to clarify the independent effect of classroom practices on children's stress behaviors. To examine the relationship between each variable and children's stress behaviors, MANOVA and linear regression analyses were used. Hierarchical linear regression analyses were also used to verify the independent effects of classroom practices on children's stress behaviors after controlling child and family variables. A significant relationship between classroom practices and children's stress behaviors was found, with more stress behaviors for children in DIP than children in DAP classrooms. Gender and temperament, and maternal parenting stress were also related to children's stress behaviors. Gender, parenting stress, and classroom practice were significant predictors of children's stress behaviors, and classroom practice added significantly to the prediction once other variables had been controlled. These results suggest that family variables, in addition to classroom practices, impact children's stress, implying that the effects of classroom practices should be examined in consideration of other variables outside school. Most studies on DAP and children's development have explored the effects of DAP in isolation. The results of this study demonstrate the independent effects of several variables on children's stress behaviors. Future studies should expand on these findings and focus on the effects both of classrooms and of other variables outside school in theoretical framework of ecological theory.