Parenting, childcare, and children’s pre-kindergarten skills: exploring moderation by race and ethnicity

ABSTRACTThis study evaluated whether parenting and childcare experience across infancy and toddlerhood were associated with children’s reading, math, and social–behavioural skills prior to kindergarten entry. Analyses also examined whether race or ethnicity moderated associations. A representative sample of Hispanic, Black, and White children from the Early Childhood Longitudinal Study – Birth Cohort (N = 4550) was used. Parents’ responsiveness in infancy and supportiveness in toddlerhood, as well as the home learning environment in toddlerhood, related to academic and social–emotional and behavioural readiness. Associations between certain parenting behaviours and child outcomes varied as a function of race. Additionally, compared to parent-only childcare, attendance in centre-based care at two years of age related to higher early math skills. Findings highlight the need for culturally specific early intervention to support parents in shaping early social–emotional skills in children, and suggest that ex...