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Zeitschriftenartikel zum Thema "Parent and child":
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Li, Shifeng, Nan Nan, Qiongying Xu und Jiayue Li. „Perceived quality of parent–child relationships by Chinese primary school students: The role of parents’ education and parent–child literacy activities“. Child Language Teaching and Therapy 36, Nr. 2 (23.04.2020): 79–89. http://dx.doi.org/10.1177/0265659020915943.
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Previous studies have revealed that the perceived quality of the parent–child relationship is essential for both physical health and psychological well-being. However, most studies have treated the perceived quality of this relationship as an independent variable. In this study, we considered it a dependent variable and examined the role of parents’ education and parent–child literacy activities on children’s perceived quality of the parent–child relationship. One hundred and eighty-six Chinese primary school students and their parents from low socioeconomic backgrounds participated in this study. Parents’ educational level and the parent–child literacy activity status were assessed based on parents’ reports, whereas parent–child relationships were assessed based on children’s reports. Results showed that parents’ educational level positively correlated with the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. There was also a significant positive correlation between the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. Further analyses showed that the frequency of parent–child literacy activities mediated the connection between parents’ educational level and children’s perceived quality of the parent–child relationship. These results suggest that boosting the frequency of parent–child literacy activities may be a useful strategy for facilitating the parent–child relationship.
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Russell, Cristel A., und L. J. Shrum. „The Cultivation of Parent and Child Materialism: A Parent–Child Dyadic Study“. Human Communication Research 47, Nr. 3 (14.06.2021): 284–308. http://dx.doi.org/10.1093/hcr/hqab004.
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Abstract Research has shown that television viewing cultivates a materialistic worldview in children. However, other socialization factors may also influence children’s materialism. The current research tests two socialization pathways of parental influence: (a) an indirect path in which parents pass on their own materialism to their children, and the parent’s materialism is at least partly the result of a parent cultivation effect (parent cultivation); (b) an indirect path in which parents pass on their television viewing behavior to their children, which in turn positively predicts the children’s level of materialism (child cultivation). The results of two studies (initial study plus direct replication, N = 818) of U.S. parent–child dyads with 14- to 17-year-old children support the first path but not the second: The relation between parent TV viewing and child materialism is mediated through parent materialism. Child TV viewing is positively correlated with child materialism, but is nonsignificant when parent materialism is controlled.
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Urquiza, Anthony J., und Susan Timmer. „Parent-Child Interaction Therapy: Enhancing Parent-Child Relationships“. Psychosocial Intervention 21, Nr. 2 (August 2012): 145–56. http://dx.doi.org/10.5093/in2012a16.
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Compier-de Block, Laura H. C. G., Lenneke R. A. Alink, Mariëlle Linting, Lisa J. M. van den Berg, Bernet M. Elzinga, Alexandra Voorthuis, Marieke S. Tollenaar und Marian J. Bakermans-Kranenburg. „Parent-Child Agreement on Parent-to-Child Maltreatment“. Journal of Family Violence 32, Nr. 2 (15.12.2016): 207–17. http://dx.doi.org/10.1007/s10896-016-9902-3.
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Barrett, Paula M., Tara Fox und Lara J. Farrell. „Parent—Child Interactions With Anxious Children and With Their Siblings: An Observational Study“. Behaviour Change 22, Nr. 4 (01.12.2005): 220–35. http://dx.doi.org/10.1375/bech.22.4.220.
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AbstractIn the present study, parent–child interactions with anxious children were compared to parent–child interactions with the anxious children's nonsymptomatic siblings and parent–child interactions with nonclinic children. Participants included 33 anxious children, their parents and siblings, and 14 nonclinic children and their parents. Parent–child interactions were observed during two discussion tasks related to anxiety-provoking or challenging situations. Parent–child interactions were coded for the following variables: control, warmth, reward of coping behaviour and task involvement. Consistent with previous research, parents in the anxious group showed more control, less paternal warmth and less maternal reward of coping behaviour toward their anxious child compared to parents of nonclinic children. Parent–child interactions with the anxious child were similar to parent–child interactions with the nonsymptomatic sibling, with the exception of fathers who exhibited more control toward their anxious child. Parent–sibling interactions, however, also resembled the nonclinic parent–child interactions, with mothers of anxious children showing more control toward their nonsymptomatic child than mothers of nonclinic children. These findings suggest that the relationships of each parent and their anxious child may be influenced by how the parent and child interact with each other. Suggestions for future research are discussed.
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Masood, Ambrin F., Lisa A. Turner und Abigail Baxter. „Causal Attributions and Parental Attitudes toward Children with Disabilities in the United States and Pakistan“. Exceptional Children 73, Nr. 4 (Juli 2007): 475–87. http://dx.doi.org/10.1177/001440290707300405.
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Researchers investigated the relationship between parental attributions for children's disabilities and the quality of parent-child relationships, in both U.S. and Pakistani families. Parents of children with disabilities identified potential causes of the disability and rated their parent-child relationships. Factor analysis of the causal attributions resulted in 7 factors which became the subscales used to predict parent-child relationships. Findings indicate (a) Pakistani parents rated their relationships more negatively, (b) parents who rated “Something I Did” as an influential cause rated their parent-child relationships more negatively, and (c) parents who rated “Parent's Age” as an influential cause rated their parent-child relationships more positively. More important, parent education potentially could decrease self-blame and improve the parent-child relationship for the parents and the children.
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CHI, Liping. „Trust: Parents’ Similarity and Parent-Child Transmissibility“. Acta Psychologica Sinica 45, Nr. 3 (05.12.2013): 336–44. http://dx.doi.org/10.3724/sp.j.1041.2013.00336.
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Carrère, Sybil, und Bonnie H. Bowie. „Like Parent, Like Child: Parent and Child Emotion Dysregulation“. Archives of Psychiatric Nursing 26, Nr. 3 (Juni 2012): e23-e30. http://dx.doi.org/10.1016/j.apnu.2011.12.008.
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Dilbar, Abdullaeva. „Problems of parent-child relations“. Education and Development of Gifted Personality, Nr. 4(83) (2021): 98–103. http://dx.doi.org/10.32405/2309-3935-2021-4(83)-98-103.
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van Houdt, Kirsten, Matthijs Kalmijn und Katya Ivanova. „Perceptions of Closeness in Adult Parent–Child Dyads: Asymmetry in the Context of Family Complexity“. Journals of Gerontology: Series B 75, Nr. 10 (10.08.2020): 2219–29. http://dx.doi.org/10.1093/geronb/gbaa122.
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Abstract Objectives Multi-actor data show that parents’ and adult children’s evaluations of their relation do not necessarily match. We studied disagreement in parent- and child-reported closeness, comparing parent–child dyads involving separated parents, non-separated parents, and stepparents to shed new light on today’s diverse landscape of adult parent–child relations. Method Using data from the Parents and Children in the Netherlands (OKiN) survey, we analyzed closeness in parent–child dyads (N = 4,602) comparing (step)parents’ and their adult children’s (aged 25–45) reports. To distinguish directional disagreement (i.e., differences in child- and parent-reported means) from nondirectional disagreement (i.e., the association between child- and parent-reported measures), while accounting for absolute levels of closeness, we estimated log-linear models. Results All types of parents tend to report higher levels of closeness than their children. Whereas parental overreport is more prevalent among biological father–child dyads than among biological mother–child dyads, we found no differences between biological dyads and stepdyads. The association between children’s and parents’ reports is higher among dyads involving stepmothers or married mothers than among those involving separated mothers and (step)fathers. Discussion The intergenerational stake (i.e., parental overreport) is not unique to biological parent–child relations. Instead, patterns of disagreement seem most strongly stratified by gender.
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Ceballos, Peggy Bratton Sue. „School-based child parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents effects on child behavior and parent-child relationship stress /“. [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6126.
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Duffy, Kathleen M. „Filial therapy a comparison of child-parent relationship therapy and parent-child interaction therapy /“. Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/747.
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Carnes-Holt, Kara. „Child-Parent Relationship Therapy (CPRT) with Adoptive Families: Effects on Child Behavior, Parent-Child Relationship Stress, and Parental Empathy“. Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28403/.
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This randomized controlled study is a preliminary investigation on the effects of Child-Parent Relationship Therapy (CPRT) with 61 adoptive parents. The participants in this study identified themselves as the following: 54 European American, 3 Black American, 3 Hispanic/Latino, and 1 individual who chose not to indicate ethnicity. The study included 23 couples and 15 individual mothers. The CPRT is a structured, time limited approach that trains caregivers to be an active participant as a therapeutic change agent in their child's life. Results from a two (group) by two (measures) split plot ANOVA indicated that adoptive parents who participated in 10 weeks of CPRT reported statistically significant decreases in child behavior problems and parent child-relationship stress. Statistically significant increases in parent empathy were also reported by raters blinded to the study. CPRT demonstrated a medium to large treatment effect on reducing children's behavior problems and parent-child relationship stress. In addition, CPRT demonstrated a large treatment effect on increasing parental empathy. The results of the study provide preliminary support for CPRT as a responsive intervention for adoptive parents and their children.
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Ceballos, Peggy. „School-based child parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents: Effects on child behavior and parent-child relationship stress“. Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6126/.
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This quasi-experimental study examined the effects of child-parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents. Forty-eight parents were randomly assigned by school site to the experimental group (n=24) and to the no treatment control group (n=24). A two factor (Time x Group) repeated measures analysis of variance was performed to examine the effects of group membership (experimental, control) and time (pretest, posttest) on each of the six hypotheses. Dependent variables for the Spanish version of the Child Behavior Checklist (CBCL) included Externalizing Problems, Internalizing Problems, and Total Problems. Dependent variables for the Spanish version of the Parenting Stress Index (PSI) included Child Domain, Parent Domain, and Total Stress. Results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on their children's behaviors at the alpha .025 level (Internalizing Problems p< .001; Externalizing Problems p< .001; Total Problems p<.001) when compared to children whose parents did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .56; ηp2 = .59; and ηp2 = .68, respectively). Similarly, results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on parent-child relationship stress at the alpha .025 level (Child Domain p< .001; Parent Domain p< .001; Total Stress p< .001) when compared to parents who did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .39; ηp2 = .51; and ηp2 = .42, respectively).
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Terao, Sherri Yukiko. „Treatment effectiveness of parent-child interaction therapy with physically abusive parent-child dyads“. Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2443.
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The effectiveness of Parent Child Interaction Therapy with physically abusive parent child dyads was examined. Thirty-four physically abusive parents and their children were randomly assigned to either an experimental condition in which parents participated in the intervention or a control condition in which regular family preservation services were offered. Parents in the treatment group reported a reduction in the number of child behavior problems, lower levels of stress, and lower abuse potential scores when compared with control parents. Clinical implications along with future recommendations for treatment of physically abusive parents and children are discussed.
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Aznar, Ana. „Parent-child emotional talk, parent-child physical touch, and children's understanding of emotions“. Thesis, Kingston University, 2012. http://eprints.kingston.ac.uk/26292/.
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The aim of the present research was to analyze parent-child emotion talk and parent-child physical touch and their relation with children's understanding of emotions. A total of sixty¬three children (30 girls and 33 boys), aged 4 (M= 53.35 months, SD = 3.86; range = 48 - 60 months) and ö-years-old (M= 76.62 months, SD = 3.91; range = 72- 84 months) participated with both of their parents. Parent-child interviews took place in the participants' own homes. On a first visit, the mother or the father and the child completed two storytelling tasks. One of these tasks involved a storytelling task and the other involved a four events reminiscence task. Within a minimum of one day and a maximum of seven days, the other parent and the child completed the same two tasks. Parent-child emotion talk and parent-child physical touch was analyzed throughout both tasks. The findings indicated that mothers and fathers did not differ in how they talk about emotions. Indeed, mothers' and fathers' talk correlated with each other and with their children's emotion talk. However, mothers and fathers talked more about emotions with their daughters than with their sons. Parents discussed more often happiness with their daughters than with their sons. No gender or age differences were found in children's emotion talk. The analysis of parent-child touch revealed that where age differences were found, findings indicated that parent-child touch decreased as children grow older. Where parent gender differences were found, results show that mothers were more physically affectionate than are fathers. In addition, children completed twice a standardised test of emotion understanding (Test of Emotion Comprehension, TEC). On the first occasion the TEC was administered before one of the two parent-child storytelling sessions. Six months later it was administered again. Findings indicated that emotion understanding is predicted by prior emotion understanding. Above and beyond prior emotion understanding, fathers' emotion explanations during the events task predicted children's emotion understanding and mothers' use of emotion labels during the storytelling task predicted children's emotion understanding. On the contrary, parents' physical touch was not related to children's emotion understanding. Finally, children completed a test (Test of Behavioural Consequences of Emotions, TBCE) analyzing the relation between emotions and their behavioural consequences. Six-year-old children had a greater understanding that emotions influence situations than did four-year-old children. Moreover, understanding that emotions influence situations was related to mentalistic aspects of emotion understanding. The implications of these findings for future research on children's socializations of emotions are discussed.
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Whiddon, Melody. „Parent Emotional Functioning, Parent Responsiveness, and Child Adjustment“. FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/223.
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Over the past two decades, interest in the psychological development of children has steadily increased (Beg, Casey, & Saunders, 2007), presumably because statistics describing childhood psychological illness are alarming. Certain parent interaction styles or behaviors are known to influence child adjustment. According to attachment theory, the reason for these findings is that interaction with a caregiver informs an individual’s construction of an internal working model (IWM) of the self in relation to others in the environment. The purpose of this study was to gain a greater understanding of the factors contributing to child adjustment by examining the influence of parents’ emotional functioning and parent responsiveness to children’s bids for interaction. This dissertation tested a multivariate model of attachment-related processes and outcomes with an ethnically diverse sample. Results partially supported the model, in that parent emotional intelligence predicted some aspects of child adjustment. Overall, the study adds to knowledge about how parent characteristics influence child adjustment and provides support for conceptualizing emotional intelligence as a concrete and observable manifestation of the nonconscious attachment IWM.
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Petrakos, Hariclia. „The Parent-Child relationship: Developmental differences in parent-child dyadic interaction during early childhood“. Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95591.
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The purpose of this study was to examine differences in parent-child interactions when children were 3 and again at 4 years of age, the time period when gender identity is developing. Thirty-three children (17 boys and 16 girls) with their fathers and mothers were observed during these two time periods across two play contexts: a story-enactment pretend play session and a rough-and-tumble play session. The parent-child dyads were observed for frequency of dyadic parent-child physical and verbal exchange to capture overt parent-child exchanges of closeness (i.e., physical touch and verbal engagement). Results revealed that at age 3, mother-son dyads engaged in more dyadic physical and verbal exchange interaction than father-son dyads. By 4 years of age, father-son dyads engaged in more dyadic physical exchange than mother-son dyads. The reverse was observed for girls. At 3 years of age, father-daughter dyads engaged in more dyadic physical exchange than mother-daughter dyads, but by 4 years of age, mother-daughter dyads engaged in more dyadic physical exchange than father-daughter dyads. The findings are consistent with a psychoanalytic model of gender identity development. Le but de cette présente étude est d'examiner les changements encourus par les parents lors de leurs interactions avec leurs enfants de 3 et 4 ans, pendant la période de la découverte de leur identité. Trente-trois enfants (17 garçons et 16 filles) ainsi que leurs pères et mères furent observés pendant deux activités: une était une histoire de jeu de comportement ou de fairesemblant , et l'autre, unjeu de tohu-bohu. Les résultats ont révélés qu'à l'âge de 3 ans, les garçons et leurs mères s'impliquent plus dans des échanges physiques et verbaux que les garçons avec leurs pères. Dès l'âge de 4 ans, les garcons et leurs pères s'engagent plus que les garçons avec leurs mères. À l'âge de 3 ans, les filles avec leurs pères s'impliquent plus au niveau physique que les filles avec leurs mères, et vers 4 ans, les filles et leurs mères s'engagent plus que les filles avec leurs pères. Ces conclusions supportent le modèle psychoanalitique du développement de l'identité de sexe de la personne. fr
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Widstrom, Barbara Freeland. „Parent-child communication as perceived by Christian teens and parents“. Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
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Canada. Health and Welfare Canada. National Clearinghouse on Family Violence. Parent-child relationships - parents. Ottawa: Health and Welfare Canada., 1993.
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Glick, Jennifer E., Valarie King und Susan M. McHale, Hrsg. Parent-Child Separation. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87759-0.
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National Clearinghouse on Family Violence (Canada). Parent-child relationships: Children. Ottawa, Ont: National Clearinghouse on Family Violence, 1993.
Mihalec-Adkins, Brittany Paige. „Parent-Child Relationships“. In Encyclopedia of Personality and Individual Differences, 3433–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1866.
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Peterson, Gary W., und Boyd C. Rollins. „Parent-Child Socialization“. In Handbook of Marriage and the Family, 471–507. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4615-7151-3_18.
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Whitehorn, Mark, Robert Zare und Mosha Pasumansky. „Parent-Child dimensions“. In Fast Track to MDX, 156–61. London: Springer London, 2002. http://dx.doi.org/10.1007/1-84628-182-2_13.
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Tudor, Louise Embleton, Keemar Keemar, Keith Tudor, Joanna Valentine und Mike Worrall. „Parent and Child“. In The Person-Centred Approach, 150–62. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-137-04678-9_9.
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D’Alberton, Franco. „Parent-child Consultations“. In Psychoanalytic Work with Children in Hospital, 130–48. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003252238-9.
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Osofsky, Joy D., Phillip T. Stepka und Lucy S. King. „Child-parent psychotherapy.“ In Treating infants and young children impacted by trauma: Interventions that promote healthy development., 41–59. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/0000030-003.
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Newman, Ian, und John DeFrain. „Parent–Child Relationships“. In Tobacco Use and Intimate Relationships, 15–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92579-0_3.
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Mihalec-Adkins, Brittany Paige. „Parent-Child Relationships“. In Encyclopedia of Personality and Individual Differences, 1–3. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-28099-8_1866-1.
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Leonard, Andy, Matt Masson, Tim Mitchell, Jessica M. Moss und Michelle Ufford. „Parent-Child Patterns“. In SQL Server 2012 Integration Services Design Patterns, 291–300. Berkeley, CA: Apress, 2012. http://dx.doi.org/10.1007/978-1-4302-3772-3_16.
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Konferenzberichte zum Thema "Parent and child":
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Rzhanova, I. E. „Personality Traits Of Parents And Parent-Child Relationships“. In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.62.
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Revelle, Glenda, und Jennifer Bowman. „Parent-Child Dialogue with eBooks“. In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3079753.
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Wong-Villacres, Marisol, und Shaowen Bardzell. „Technology-mediated parent-child intimacy“. In the 2011 annual conference extended abstracts. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1979742.1979877.
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Gazzard, Alison. „Player as parent, character as child“. In the 14th International Academic MindTrek Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1930488.1930494.
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Sadka, Ofir, Hadas Erel, Andrey Grishko und Oren Zuckerman. „Tangible interaction in parent-child collaboration“. In IDC '18: Interaction Design and Children. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3202185.3202746.
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„Parent-Child Relationship Among College Students“. In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000997.
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Ratcliff, Dave, Mark McClure, Garrett Fowler, Brendan Elliot und Austin Qualls. „Modelling of Parent Child Well Interactions“. In SPE Hydraulic Fracturing Technology Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/209152-ms.
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Abstract We performed a modeling study calibrating a coupled "true" hydraulic fracturing and reservoir simulator to a complex set of observations from a parent-child well pad in the STACK play located in the Anadarko Basin area of Oklahoma. The model was constrained by sealed wellbore pressure monitoring, interference testing, pressure responses during frac hits, production data, and responses to chemical treatment. It was possible to match the full set of observations in a single, continuous simulation by calibrating the fracture toughness and leakoff, the permeability and relative permeability, a parameter related to proppant transport, and parameters related to a ‘fracture conductivity damage’ mechanism built into the simulator. The ‘fracture damage’ calculations mimic the reaction of frac fluid with the formation fluid as they mix in a hydraulic fracture during and after a frac hit. The interpretation of ‘fracture conductivity damage’ is corroborated by production impacts after frac hits, positive response to chemical mitigation treatments, and direct sampling of material from the wellbore. Because of the volume and quality of calibration data available, it is possible to constrain the key uncertainties of the model. It can now be used to design strategies to mitigate negative impacts from parent/child interactions.
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Shao, Feng, Gang Chen, Lihua Yu, Yijun Bei und Jinxiang Dong. „Accelerating Parent-Child Path Matching in XML“. In 2007 11th International Conference on Computer Supported Cooperative Work in Design. IEEE, 2007. http://dx.doi.org/10.1109/cscwd.2007.4281409.
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Yang, Yong, Guiyun Xu, Xinyu Wu, Huiwei Feng und Yangsheng Xu. „Parent-child robot system for rescue missions“. In 2009 IEEE International Conference on Robotics and Biomimetics (ROBIO). IEEE, 2009. http://dx.doi.org/10.1109/robio.2009.5420753.
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Yeh, Tehchou. Life satisfaction of elderly parents and parent-child relationships in old age. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.3269.
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Fresconi, Frank, und Muege Fermen-Coker. Delivery of Modular Lethality via a Parent-Child Concept. Fort Belvoir, VA: Defense Technical Information Center, Februar 2015. http://dx.doi.org/10.21236/ada619962.
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Melum, Arla. The effect of parent-child interaction on the language development of the hearing-impaired child. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.70.
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Crawford, Jane. An evaluation of parent education and parent group therapy as treatment components for child abusers. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2925.
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Berlinski, Samuel, María Marta Ferreyra, Luca Flabbi und Juan David Martin. Child Care Markets, Parental Labor Supply, and Child Development. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002872.
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We develop and estimate a model of child care markets that endogenizes both demand and supply. On the demand side, families with a child make consumption, labor supply, and child-care decisions within a static, unitary household model. On the supply side, child care providers make entry, price, and quality decisions under monopolistic competition. Child development is a function of the time spent with each parent and at the child care center; these inputs vary in their impact. We estimate the structural parameters of the model using the 2003 Early Childhood Longitudinal Study, which contains information on parental employment and wages, child care choices, child development, and center quality. We use our estimates to evaluate the impact of several policies, including vouchers, cash transfers, quality regulations, and public provision. Among these, a combination of quality regulation and vouchers for working families leads to the greatest gains in average child development and to a large expansion in child care use and female labor supply, all at a relatively low fiscal cost.
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Herbst, Chris, und Erdal Tekin. Child Care Subsidies, Maternal Well-Being, and Child-Parent Interactions: Evidence from Three Nationally Representative Datasets. Cambridge, MA: National Bureau of Economic Research, Januar 2012. http://dx.doi.org/10.3386/w17774.
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8
Droser, Veronica. Talking the Talk: An exploration of parent-child communication about cyberbullying. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1439.
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9
Ellwood, David, und Jeffrey Liebman. The Middle Class Parent Penalty: Child Benefits in the U.S. Tax Code. Cambridge, MA: National Bureau of Economic Research, Dezember 2000. http://dx.doi.org/10.3386/w8031.
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10
Moser, Yolanda. A Descriptive Study of Eleven Parent Conferences in a Child Development Center. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1776.
