School Readiness Among Children of Immigrants: The Role of Parental Provision of Cognitive Stimulation
Padilla, Christina M.
Thomas, Adam T.
Children of immigrants tend to score lower than non-immigrants on various measures of readiness to enter formal schooling, which in itself has been established as important in predicting a host of future outcomes. The present study examines the relationship between immigrant parents' provision of cognitive stimulation for their young children and those children's cognitive and socioemotional school readiness outcomes. I measure this relationship among multiple immigrant groups and find that parental cognitive stimulation consistently predicts math readiness scores. The increase in math scores associated with a movement between the minimum and maximum levels of parental cognitive stimulation is almost 1.5 times the associated increase from sending a child to center-based care prior to entering kindergarten. Additionally, my results show that children of immigrants who attend center-based care benefit more from increased parental cognitive stimulation in terms of math scores than children who do not. Parental provision of cognitive stimulation is also marginally predictive of approaches to learning scores (a measure of socioemotional readiness), but is not predictive of reading scores among immigrant children.
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