How money matters for young children's development: parental investment and family processes.

By W. Yeung, M. Linver, Jeanne Brooks-Gunn. Child Development, 2002

1,231 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b3045e30a9e313898660339bf59a792d82ed0895

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Citations in the corpus

Parenting style as an investment in human development (2018, background): “…find no (or only a weak) relationship between socioeconomic status and parental warmth (e.g., Patterson et al. 1989; Dodge et al. 1994; Davis et al. 2001; Davis-Kean 2005), while Guo and Harris (2000) and Yeung et al. (2002) are somewhat unique in reporting some evidence of a negative relationship.”
Families’ social backgrounds matter: socio-economic factors, home learning and young children’s language, literacy and social outcomes (2011, background): “, 2002 ) and are linked to adjustment problems in later life (Tremblay, 2000 ).”
The influence of parent education and family income on child achievement: the indirect role of parental expectations and the home environment. (2005, background): “In general, family process models (Linver, Brooks-Gunn, & Kohen, 2002; Yeung, Linver, & Brooks-Gunn, 2002 ) have examined how parenting behaviors, such as the structure of the home environment, influence children’s achievement outcomes.”
Do Child Tax Benefits Affect the Well-Being of Children? Evidence from Canadian Child Benefit Expansions (2011, neutral): “2 These two channels are explored in Mayer (1997) and Yeung et al.”
Socioeconomic Status and Preschoolers' Mathematical Knowledge: The Contribution of Home Activities and Parent Beliefs (2015, background): “Although the precise mechanisms linking SES with specific child outcomes are not yet well understood, research in child development and early childhood education consistently demonstrates that upon kindergarten entry, children from lower SES families fare worse than children from middle and higher S”