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Universal language development screening: comparative performance of two questionnaires
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In: BMJ Paediatr Open (2022)
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Testing the association between the early parent–child relationship and teacher reported socio-emotional difficulties at 11 years: A quantile mediation analysis
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Abstract:
From Crossref journal articles via Jisc Publications Router ; Item not available in this repository. ; The corresponding author takes responsibility for data integrity and the accuracy of the analysis. The data are from the UK Millennium Cohort Study (MCS), which began in 2000, and is conducted by the Centre for Longitudinal Studies (CLS). It available to researchers on registration of their proposed research (https://www.ukdataservice.ac.uk/get-data).The importance of the relationship between socio-emotional difficulties in childhood and adult mental health are well recognised but how such difficulties emerge is less well recognised. Specifically this paper explores the extent of the relationship between parenting beliefs in the first year of the child’s life, parenting skills reported when the child was three years and different quantiles of socio-emotional development recorded by teachers at 11 years. In addition, it explores the extent to which language development at school entry has the potential to mediate these relationships.This paper draws on data from the UK’s Millennium Cohort Study (MCS) to investigate the relation between parenting attitudes when the child was ten months old and parent–child relationship when the child was three years of age to child socio-emotional development measured using the Strengths and Difficulties Questionnaire at 11 years, and the mediating role of naming vocabulary measured on the British Abilities Scales (BAS) at school entry (five years).Unadjusted associations were found for both parental factors on child mental health problems, but this did not hold for parent beliefs once the models were adjusted. The relationships varied in the quantile analysis suggesting that this approach adds to our understanding of these relationships. Vocabulary at school entry mediated the relation to socio-emotional difficulties especially for children with higher levels of mental health problems. Results are discussed in relation to the mechanisms in any intervention to improve mental health outcomes at the end of primary school. Key messages: Parent–child relationship and child mental health problems established. Language at five years minimally mediates the effect of parent–child relationship on child behaviour. Stronger language mediated associations were found for children with higher levels of mental health problems. Parental factors and language were differentially related, a consideration with mental health interventions. ; aheadofprint ; aheadofprint
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Keyword:
Language; Mediation; Parent Beliefs About Child Development; Parent–Child Interaction; Quantile Regression; Socioemotional Development
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URL: https://eresearch.qmu.ac.uk/handle/20.500.12289/11445
https://hdl.handle.net/20.500.12289/11445
https://doi.org/10.1332/175795921x16249989225845
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Early home activities and oral language skills in middle childhood: a quantile analysis
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Home-Start early speech and language study: Phase 1 evaluation report
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Association of proximal elements of social disadvantage with children's language development at 2 years: an analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort
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In: pissn: 1368-2822 ; eissn: 1460-6984 (2018)
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Association of proximal elements of social disadvantage with children's language development at 2 years: an analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort
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In: pissn: 1368-2822 (2018)
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Parent-child reading to improve language development and school readiness: A systematic review and meta-analysis (Final report)
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Association of proximal elements of social disadvantage with children's language development at 2 years: an analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort.
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In: eissn: 1460-6984 (2018)
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Association of proximal elements of social disadvantage with children's language development at 2 years: An analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort
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Acquisition of Maternal Education and Its Relation to Single-Word Reading in Middle Childhood: Annalysis of the Millennium Cohort Study
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Early home activities and oral language skills in middle childhood: A quantile analysis
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Acquisition of Maternal Education and its Relation to Single Word Reading in Middle Childhood: An Analysis of the Millennium Cohort Study
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The contribution of spoken language and socio-economic background to adolescents' educational achievement at age 16 years
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The contribution of early language development to children's emotional and behavioural functioning at 6 years: an analysis of data from the Children in Focus sample from the ALSPAC birth cohort
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Auditory-verbal therapy for promoting spoken language development in children with permanent hearing impairments
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The relationship between gender, receptive vocabulary and literacy from school entry through to adulthood
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Investigating the role of language in children's early educational outcomes
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Childhood language skills and adult literacy: A 29-year follow-up study
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