THE EARLY HOME ENVIRONMENT OF LATINO BOYS AND THEIR PEERS: A DEVELOPMENTAL PERSPECTIVE. Issue 1 (27th December 2016)

• Record Type: Journal Article
• Authors: Cabrera, Natasha J.; Malin, Jenessa L.; Kuhns, Catherine; West, Jerry
• Other Names: Fitzgerald Hiram E. guestEditor.; Golding Paul guestEditor.; McKinney Marvin guestEditor.
• Is Part Of: Infant mental health journal. Volume 38:Issue 1(2017)
• Page Start: 97
• Page End: 114
• Publication Date: 2016-12-27
• Subjects: boys of color -- Latino boys -- fathering -- mothering -- early home experiences -- niños varones de color -- niños varones latinos -- ser papá -- ser mamá -- tempranas experiencias de casa -- enfants de couleur -- garçons Latinos -- paternité -- maternité -- expériences précoces à la maison -- farbige Jungen -- lateinamerikanische Jungen -- Vaterschaft -- Mutterschaft -- frühe häusliche Erfahrungen -- 有色人種の男児 -- ラテン系男児 -- 父親業 -- 母親業 (育児) -- 早期の家庭での体験 -- 非白種人男孩 -- 拉丁裔男孩 -- 父親 -- 母親 -- 早期家庭經驗; Infant psychiatry -- Periodicals; Infant psychology -- Periodicals; 618.9289
• DOI: 10.1002/imhj.21620
• Languages: English
• ISSNs: 0163-9641

Abstract

ABSTRACT: Using a sample ( N = 5, 200) drawn from the Early Childhood Longitudinal Study‐Birth Cohort, we examined Latino boys' developmental profiles and their early home experiences from 9 months to kindergarten entry in comparison to their peers—Latina girls and White boys. We also examined how children's early home experiences related to outcomes at kindergarten entry and whether these varied by gender and ethnicity. Controlling for socioeconomic indicators, the largest mean group differences were between Latino and White boys, beginning at 24 months and persisting at kindergarten entry. There were modest differences between Latino boys and Latina girls on some outcomes, with boys showing an early and persistent advantage in math and girls showing a persistent advantage in social skills. Household resources and maternal and paternal investments in literacy activities were the strongest predictors of children's preacademic skills at kindergarten entry. Our model did not vary by gender or ethnicity, suggesting that the ingredients for learning are the same for all children.