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

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dc.contributor.authorGershoff, E. T., Ansari, A., Purtell, K. M., & Sexton, H. R.
dc.date.accessioned2017-03-09T15:46:31Z
dc.date.available2017-03-09T15:46:31Z
dc.date.issued2016
dc.description.abstractThis 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 plays 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. (Author Abstract)en_US
dc.identifier.citationGershoff, E. T., Ansari, A., Purtell, K. M., & Sexton, H. R. (2016). Changes in parents’ spanking and reading as mechanisms for Head Start impacts on children. Journal of family psychology, 30(4), 480-491.en_US
dc.identifier.urihttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4885802/pdf/nihms733700.pdf
dc.identifier.urihttp://hdl.handle.net/11212/3254
dc.language.isoen_USen_US
dc.publisherJournal of family psychologyen_US
dc.subjectchild abuseen_US
dc.subjectphysical abuseen_US
dc.subjectcorporal punishmenten_US
dc.subjectdisciplineen_US
dc.subjectresearchen_US
dc.titleChanges in parents’ spanking and reading as mechanisms for Head Start impacts on childrenen_US
dc.typeArticleen_US

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