Changes in parents’ spanking and reading as mechanisms for Head Start impacts on children. | Zendy

Elizabeth T. Gershoff | Zendy; Arya Ansari | Zendy; Kelly M. Purtell | Zendy; Holly R. Sexton | Zendy

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Changes in parents’ spanking and reading as mechanisms for Head Start impacts on children.

Author(s) -

Elizabeth T. Gershoff,

Arya Ansari,

Kelly M. Purtell,

Holly R. Sexton

Publication year - 2015

Publication title -

journal of family psychology

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 1.138

H-Index - 120

eISSN - 1939-1293

pISSN - 0893-3200

DOI - 10.1037/fam0000172

Subject(s) - spanking , head start , psychology , developmental psychology , psycinfo , aggression , reading (process) , early head start , literacy , poison control , injury prevention , medicine , medline , pedagogy , environmental health , political science , law

This study examined whether Head Start, the nation's main two-generation program for low-income families, benefits children in part through positive changes in parents' use of spanking and reading to children. Data were drawn from the 3-year-old cohort of the national evaluation of the Head Start program known as the Head Start Impact Study (N = 2,063). Results indicated that Head Start had small, indirect effects on children's spelling ability at Age 4 and their aggression at Age 4 through an increase in parents' reading to their children. Taken together, the results suggest that parents play a role in sustaining positive benefits of the Head Start program for children's behavior and literacy skills, one that could be enhanced with a greater emphasis on parent involvement and education. (PsycINFO Database Record

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