Associations between socio-economic disadvantage and parenting behaviours
| Pages | 254-263 |
| Date | 29 November 2013 |
| DOI | https://doi.org/10.1108/JCS-02-2013-0004 |
| Published date | 29 November 2013 |
| Author | Nicole Gridley,Judy Hutchings,Helen Baker-Henningham |
| Subject Matter | Health & social care,Vulnerable groups,Children's services |
Associations between socio-economic
disadvantage and parenting behaviours
Nicole Gridley, Judy Hutchings and Helen Baker-Henningham
Nicole Gridley is a PhD
Student, Professor Judy
Hutchings is a Director for
Centre of Evidence Based
Early Intervention and Dr Helen
Baker-Henningham is a Senior
Lecturer in Child Development
and Behaviour, all are based at
School of Psychology, Bangor
University, Bangor, UK.
Abstract
Purpose – Socio-economic disadvantage is linked to poor parenting skills and subsequently poorer child
development. The most deprived geographical areas in Wales have been targeted under the Welsh
Government Flying Start scheme to receive additional resources. Unfortunately, many in-need families
either lived outside these areas or required further intervention above what was provided. The Welsh
Government decision to extend Flying Start is appropriate but the proposed targeting method may
still fail to reach all high-risk families. The purpose of this paper is to explore an alternative targeting
method.
Design/methodology/approach – The current study examined the association between five socio-economic
and demographic risk factors and parenting outcomes in a sample of Flying Start families.
Findings – Quality of housing (overcrowding and housing standards) played a significant role in predicting
poorer parenting outcomes in terms of language and home stimulation. Exposure to multiple risk predicted
poorer outcomes regardless of which risk factors were present.
Originality/value – This paper contributes to discussion about effective ways of allocating limited
resources to best effect.
Keywords Parenting, Early childhood, Early intervention service, Socio-economic disadvantage,
Targeting, Toddlers, Preschool children
Paper type Research paper
Introduction
Variations in children’s social and economic environments consistently predict differences
in their development and subsequent life trajectories (Hartas, 2011; Hoff, 2003). Low socio-
economic status is associated with poorer child developmental outcomes, both concurrently
and longer-term (Bradley and Corwyn, 2002).
Education, occupational status, and income level are consistently reported as important
predictors of parenting behaviours (Vernon-Feagans et al., 2008). Highly educated parents
provide environments that are more sensitive to the child’s developmental age (Hupp et al.,
2011). In addition, employed and affluent parents are more responsive to, less restrictive, and
generally more talkative with their children (Hart and Risley, 1995). High levels of parental
sensitivity and good quality stimulation predict positive cognitive and social and emotional
development in children. The absence of such positive parenting practices is associated with
children’s behavioural problems (Bradley and Corwyn, 2002).
Multiple risk, where coping skills are overstretched, predicts negative parenting practices
(Burchinal et al., 2008), reducing supportive behaviours and involvement in the child’s
daily activities (Trentacosta et al., 2008). Subsequently, multiple risk predicts behavioural
problems, reduced social competence, and poorer language skills in children (Belsky and
Pasco-Fearon, 2002).
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JOURNAL OF CHILDREN’S SERVICES
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VOL. 8 NO. 4 2013, pp. 254-263, CEmerald Group Publishing Limited, ISSN 1746-6660 DOI 10.1108/JCS-02-2013-0004
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