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Infant Ment Health J. 2017 Jan;38(1):97-114. doi: 10.1002/imhj.21620. Epub 2016 Dec 27.

THE EARLY HOME ENVIRONMENT OF LATINO BOYS AND THEIR PEERS: A DEVELOPMENTAL PERSPECTIVE.

Author information

1
University of Maryland.

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.

KEYWORDS:

Latino boys; Mutterschaft; Vaterschaft; boys of color; early home experiences; enfants de couleur ; expériences précoces à la maison; farbige Jungen; fathering; frühe häusliche Erfahrungen; garçons Latinos ; lateinamerikanische Jungen; maternité ; mothering; niños varones de color; niños varones latinos; paternité ; ser mamá; ser papá; tempranas experiencias de casa; ラテン系男児; 拉丁裔男孩; 早期の家庭での体験; 早期家庭經驗; 有色人種の男児; 母親; 母親業 (育児); 父親; 父親業; 非白種人男孩

PMID:
28026043
DOI:
10.1002/imhj.21620
[Indexed for MEDLINE]

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