Burchinal M, Vernon-Feagans L, Cox M. Parent. Sci. Pract. 2008; 8(1): 41-69.
Affiliation
Margaret Burchinal, University of California-Irvine and FPG Child Development Institute, CB# 8185, University of North Carolina, Chapel Hill, NC 27599-8185. Lynne Vernon-Feagans, Martha Cox, and Key Family Life Project Investigators are also at the University of North Carolina.
OBJECTIVE: The extent to which the severity of exposure to social risk is related to parenting and cognitive development in the first 15 months of an infant's life was studied in a representative diverse sample of families in two rural poor regions in the United States.
DESIGN: One thousand two hundred ninety-two families were followed for the first 15 months of the infant's life.
RESULTS: Evidence supported a pathway from risk severity through maternal sensitivity and warmth, language and learning activities, and maternal language to child outcomes, with the language and learning activities providing the most consistent independent prediction. Race, age, and geographic isolation moderated the associations between risk and different aspects of parenting. Both level and change in maternal engagement, maternal language input, and overall learning environment were related to early cognitive development. Cumulative risk measured as the mean of risk variables was a stronger predictor of parenting and infant development than when measured as the count of risk factors.
CONCLUSION: Severity of risk exposure is negatively related to parenting and to child development for infants as young as 15 months of age. This study provides evidence supporting a pathway from risk severity through parenting to child outcomes and suggests that both initial parenting skills and change in parenting skills during infancy predict infants' cognitive skills.