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How Often Do You Play with Your Child? The Influence of Parents' Cultural Capital on the Frequency of Familial Activities from Age Three to Six

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Title: How Often Do You Play with Your Child? The Influence of Parents' Cultural Capital on the Frequency of Familial Activities from Age Three to Six
Language: English
Authors: Becker, Birgit
Source: European Early Childhood Education Research Journal. 2014 22(1):4-13.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2014
Document Type: Journal Articles
Reports - Evaluative
Education Level: Early Childhood Education
Preschool Education
Descriptors: Cultural Capital, Social Influences, Parent Child Relationship, Preschool Children, Incidence, Child Development, Play, Family Environment, Data Analysis, Ethnicity, Cultural Differences, Parent Background, Mothers, Foreign Countries
Geographic Terms: Germany, Turkey
DOI: 10.1080/1350293X.2013.865355
ISSN: 1350-293X
Abstract: Many studies have demonstrated a positive association between familial activities (e.g. reading to the child) and children's development in different domains. It is also well-known that social and ethnic differences exist regarding the frequencies of such activities. However, the mechanism behind these differences is less clear. This article analyses the role of parents' cultural capital as a mediating factor between families' social and ethnic background and the frequency of stimulating familial activities in early childhood. Using the data from the German longitudinal study "Preschool Education and Educational Careers among Migrant Children", it is shown that parents' cultural capital completely mediates the effect of mother's education and part of the ethnic origin effect. Additional longitudinal analyses reveal that the influence of parents' cultural capital changes over time and is most pronounced at the earliest measurement.
Abstractor: As Provided
Number of References: 24
Entry Date: 2014
Accession Number: EJ1029352
Database: ERIC
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  Value: <anid>AN0094574185;h3h01jan.14;2019Feb21.15:00;v2.2.500</anid> <title id="AN0094574185-1">How often do you play with your child? The influence of parents’ cultural capital on the frequency of familial activities from age three to six. </title> <p>Many studies have demonstrated a positive association between familial activities (e.g. reading to the child) and children's development in different domains. It is also well-known that social and ethnic differences exist regarding the frequencies of such activities. However, the mechanism behind these differences is less clear. This article analyses the role of parents' cultural capital as a mediating factor between families' social and ethnic background and the frequency of stimulating familial activities in early childhood. Using the data from the German longitudinal study 'Preschool Education and Educational Careers among Migrant Children', it is shown that parents' cultural capital completely mediates the effect of mother's education and part of the ethnic origin effect. Additional longitudinal analyses reveal that the influence of parents' cultural capital changes over time and is most pronounced at the earliest measurement.</p> <p>De nombreuses études établissent un rapport positif entre les activités en famille (lire à l'enfant par exemple) et le développement des enfants dans divers domaines. Il est également bien connu qu'il existe des différences sociales et ethniques, en ce qui concerne la fréquence de telles activités. Le mécanisme qui se cache derrière ces différences est néanmoins moins clair. Cet article analyse le rôle du capital culturel parental comme facteur de médiation entre contextes sociaux et ethniques des familles et la fréquence d'activités familiales stimulantes dans la petite enfance. A l'aide des données de l'étude longitudinale allemande 'Education préscolaire et cursus scolaire chez les enfants migrants', nous montrons que le capital culturel des parents reflète parfaitement les effets de l'éducation de la mère et partiellement ceux dus aux origines ethniques. Des analyses longitudinales complémentaires révèlent que l'influence du capital culturel évolue dans le temps et est plus prononcée lors des premières prises de mesure.</p> <p>Viele Studien haben einen positiven Zusammenhang zwischen familiären Aktivitäten (z.B. dem Kind vorlesen) und der Entwicklung der Kinder in verschiedenen Bereichen nachgewiesen. Es ist auch bekannt, dass in Bezug auf die Häufigkeit solcher Aktivitäten soziale und ethnische Unterschiede existieren. Jedoch ist der Mechanismus hinter diesen Unterschieden weniger klar. Dieser Beitrag analysiert die Rolle des elterlichen kulturellen Kapitals als einem vermittelnden Faktor zwischen dem sozialen und ethnischen Familienhintergrund und der Häufigkeit stimulierender familiärer Aktivitäten in der frühen Kindheit. Mit den Daten aus dem deutschen Längsschnittprojekt 'Vorschulische Bildung und Bildungskarrieren von Migrantenkindern' wird gezeigt, dass das kulturelle Kapital der Eltern den Effekt der Bildung der Mutter komplett vermittelt und den Effekt der ethnischen Herkunft teilweise. Zusätzliche Längsschnittanalysen ergeben, dass der Einfluss des kulturellen Kapitals sich über die Zeit verändert und zum ersten Messzeitpunkt am stärksten ausgeprägt ist.</p> <p>Muchos estudios determinaban una relación positiva entre actividades familiares (p.ej. leer al niño) y el desarrollo de los niños en áreas diferentes. También es bien sabido (concocido) que diferencias sociales y étnicas existen con referencia a la frecuencia de tales actividades. Sin embargo, el mecanismo detrás de estas diferencias es menos claro. Este texto (papel) analiza la importancia del capital cultural paternal como un factor mediador entre el origen familiar social y étnico y la frecuencia de actividades familiares estimulantes durante la infancia temprana. Usando los datos del proyecto alemán longitudinal 'Educación Preescolar y Carreras Educativas entre Niños Inmigrantes', es demostrado que el capital cultural paternal media el efecto de la educación materna completamente y el efecto del origen étnico en parte. Análisis longitudinales adicionales revelan que la influencia del capital cultural paternal cambia con el transcurso del tiempo y es más pronunciado en la medición primera.</p> <p>Keywords: cultural capital; educational activities; home environment; play</p> <hd id="AN0094574185-2">Introduction</hd> <p>Social and ethnic educational inequalities are well-established phenomena in most Western countries although the strength of these associations varies between countries and over time (see Breen et al. [<reflink idref="bib8" id="ref1">8</reflink>]; Heath and Brinbaum [<reflink idref="bib13" id="ref2">13</reflink>]). Differences between children with respect to competencies and knowledge are already present at an early age (Lee and Burkam [<reflink idref="bib17" id="ref3">17</reflink>]; Zill and West [<reflink idref="bib24" id="ref4">24</reflink>]). Thus, children already start their school careers with differing levels of skills and hence with different probabilities of educational success. Since early childhood conditions are an important determinant for the later educational attainment, the examination of such early childhood conditions is also of great socio-political importance.</p> <p>Which conditions are important for children's skill development in early childhood? It is probably undeniable that the family has the greatest impact on the children's development at that age. 'What parents do' with their children in terms of parenting behaviour and stimulating activities strongly affects children's development in various domains (e.g. Becker [<reflink idref="bib3" id="ref5">3</reflink>]; Cheadle [<reflink idref="bib9" id="ref6">9</reflink>]; Crosnoe and Cooper [<reflink idref="bib11" id="ref7">11</reflink>]; Ermisch [<reflink idref="bib12" id="ref8">12</reflink>]; Melhuish et al. [<reflink idref="bib19" id="ref9">19</reflink>]). However, parents differ in how much they foster children's development by such activities (Lareau [<reflink idref="bib15" id="ref10">15</reflink>], [<reflink idref="bib16" id="ref11">16</reflink>]). Various studies have found social and ethnic differences in the frequency of stimulating home activities (e.g. reading to the child) (Baharudin and Luster [<reflink idref="bib2" id="ref12">2</reflink>]; Bradley et al. [<reflink idref="bib7" id="ref13">7</reflink>]; Leseman and van den Boom [<reflink idref="bib18" id="ref14">18</reflink>]; van Steensel [<reflink idref="bib20" id="ref15">20</reflink>]; Yarosz and Barnett [<reflink idref="bib23" id="ref16">23</reflink>]). However, the mechanism behind these differences is less clear: Why do parents with a high socioeconomic status and members of the ethnic majority group conduct such stimulating familial activities more frequently than parents with a lower socioeconomic status and members of ethnic minorities?</p> <p>This article analyses the role of parents' cultural capital as a mediating factor between families' social and ethnic background and the frequency of stimulating familial activities in early childhood. Parents' endowment with cultural capital depends on their social and ethnic origin. Parents with more cultural capital, in turn, may have better opportunities to foster their children's early education. For the empirical part of this article, I use the data of the German longitudinal project 'Preschool Education and Educational Careers among Migrant Children' which includes measures of parents' cultural capital and the frequency of familial activities at three points in time between the age of three and six.</p> <hd id="AN0094574185-3">The concept of cultural capital</hd> <p>Cultural capital is a broadly used concept in the literature on the reproduction of social inequality. Bourdieu ([<reflink idref="bib5" id="ref17">5</reflink>]) defines it as proficiency in and familiarity with dominant cultural codes and practices. According to Bourdieu's theory of social reproduction, cultural capital is needed to succeed in the educational system. However, it can only be improved during the educational career if the children already start with an 'initial familiarity with the dominant culture' which can 'only be produced by family upbringing' (Bourdieu [<reflink idref="bib5" id="ref18">5</reflink>], 494). Thus, the cultural capital transmission within families is a core mechanism of social reproduction: The opportunity of children to acquire cultural capital in early childhood strongly depends on their parents' endowment with cultural capital which, in turn, is dependent on their social origin. Bourdieu also stresses the importance of an early beginning of this cultural capital transmission process (Bourdieu [<reflink idref="bib6" id="ref19">6</reflink>], 246).</p> <p>From Bourdieu's theory, I derive the hypothesis that parents' cultural capital is a mediator between the parents' social origin and their parenting behaviour and the way how they foster their children's skills (see Figure 1). Because parents with a higher social status are more familiar with the dominant culture, they are also more likely to engage in specific familial activities which Lareau ([<reflink idref="bib16" id="ref20">16</reflink>]) has titled 'concerted cultivation'.</p> <p>Graph: Figure 1. Cultural capital as a mediator between the social and ethnic origin and the frequency of stimulating familial activities.</p> <p>Cultural capital is very specific for a certain cultural context. Something that is important and valuable in one cultural context may be unimportant and useless in another cultural context. Immigrants who come from a different cultural context bring with them cultural capital that may be quite different from the 'dominant culture' of the receiving country. This does not mean that any sort of cultural capital is 'better' or 'worse' but that there are 'different' sorts which differently 'fit' to the dominant culture of a certain society. When immigrants have 'other' cultural capital they probably also engage in 'other' sorts of familial activities. Thus, I expect that cultural capital also mediates the association between parents' ethnic origin and familial activities (see Figure 1). Many studies have found differences in parents' childrearing practices and parenting behaviour between ethnic groups (Bornstein and Cote [<reflink idref="bib4" id="ref21">4</reflink>]; Cheadle [<reflink idref="bib9" id="ref22">9</reflink>]; Citlak et al. [<reflink idref="bib10" id="ref23">10</reflink>]; van Steensel [<reflink idref="bib20" id="ref24">20</reflink>]) which might be the result of differences in certain beliefs and knowledge that constitute parents' cultural capital.</p> <p>In this article, I am only able to consider cultural capital that is specific for the 'Western culture'. Thus, I will not address other sorts of cultural capital that immigrants might possess. Within this focus, I examine whether the effect of the social and ethnic origin on familial activities is mediated by the amount of parental cultural capital. More precisely, I test whether the effect of mother's educational level and the effect of the Turkish migration background on the frequency of stimulating familial activities (e.g. reading to the child) vanish once I control for parents' cultural capital.</p> <hd id="AN0094574185-4">Data</hd> <p>For the empirical analyses, I use the data of the project 'Preschool Education and Educational Careers among Migrant Children' which is carried out at the Mannheim Centre for European Social Research at the University of Mannheim (Germany). In this project, we randomly selected German and Turkish families with a 3- to 4-year-old child from the data of resident-registration offices in 30 cities and communities of a local region in South-West Germany. A letter describing the study was sent to the families (Turkish families received this letter in both German and Turkish). Thereafter, interviewers contacted the families to arrange a date for the interview at their homes. A computer-assisted personal interview was conducted with the parent who spends the most time with the child (this was the mother in about 95% of the cases). Turkish families were contacted by bilingual interviewers, and the parents could choose their preferred language for the interview. Altogether, we surveyed 627 Turkish and 610 German families in the first half of the year 2007. The response rates were 69% in Turkish families, and 63% in German families.</p> <p>Five hundred and seventy nine German and 559 Turkish families of the original sample also took part in a second survey in spring 2008 about one year after the initial interview. A third panel wave was conducted in winter 2009/2010 when the children were about six-years-old. Five hundred and forty eight German and 500 Turkish families took part in this third survey. For the empirical analyses in this article, only families with non-missing data in all three panel waves are considered. This leaves an analysis sample of 1016 cases.</p> <p>The <emph>frequency of familial activities</emph> is the dependent variable in the following analyses. It was measured by asking the parents to rate the following activities on a 7-point scale ranging from 1 'never' to 7 'daily': telling stories to child, reading books to child, singing together with child, playing cards or board games with child and doing a jigsaw puzzle. An index of familial activities was created by taking the mean across all items.</p> <p>As an indicator of the <emph>social background</emph>, I use the mother's educational level distinguishing between three categories (low: no formal educational degree or compulsory elementary education; intermediate: intermediate or upper secondary school degree; high: college or university degree). Using the highest educational level of both parents alternatively leads to very similar results. The <emph>ethnic background</emph> was defined by the parents' and grandparents' place of birth: Children were defined as having a 'Turkish migration background' if at least one parent or grandparent was born in Turkey.</p> <p> <emph>Parents' cultural capital</emph> was measured by six items how often the parents conduct different types of cultural activities (on a 6-point scale from 1 'never' to 6 'daily'): reading books, reading newspaper, using the Internet/reading or writing emails, doing voluntary work in an organisation, engaging in artistic activities (e.g. painting), attending the opera, the theatre or an museum. This is an established measurement of cultural capital that especially focuses on the familiarity with the dominant culture (for a discussion of different operationalisations see Sullivan [<reflink idref="bib21" id="ref25">21</reflink>]).</p> <p>The later multivariate analyses also contain several <emph>control variables</emph>: the child's age in months, the child's sex, the number of children in the household, whether the mother is employed and whether there are two parents present in the household at the time of the interview. Some of these variables could also be considered as indicators of the social background. However, I use them only as control variables to take into account the different amount of time that parents may have for their children.</p> <hd id="AN0094574185-5">Results</hd> <p>Table 1 shows the bivariate association between the parents' social and ethnic origin and their endowment with cultural capital and the frequency of stimulating familial activities. The finding of other studies can be replicated that higher educated parents and native parents tend to have more cultural capital than lower educated and immigrant parents. The same is true regarding the frequency of familial activities.</p> <p>Table 1. Parents' cultural capital and the frequency of familial activities by the parents' social and ethnic origin.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td /><td>Mother's educational level</td><td>Ethnic origin</td><td /></tr><tr><td /><td>low</td><td>intermed.</td><td>high</td><td>German</td><td>Turkish</td><td>All families</td></tr></thead><tbody><tr><td><italic>Wave 1 (age 3–4):</italic></td></tr><tr><td>Cultural capital</td><td>2.45</td><td>3.30</td><td>3.95</td><td>3.66</td><td>2.57</td><td>3.14</td></tr><tr><td>Familial activities</td><td>4.87</td><td>5.50</td><td>5.88</td><td>5.84</td><td>4.82</td><td>5.36</td></tr><tr><td><italic>Wave 2 (age 4–5):</italic></td></tr><tr><td>Cultural capital</td><td>2.65</td><td>3.41</td><td>4.08</td><td>3.81</td><td>2.70</td><td>3.29</td></tr><tr><td>Familial activities</td><td>5.27</td><td>5.63</td><td>5.83</td><td>5.79</td><td>5.27</td><td>5.55</td></tr><tr><td><italic>Wave 3 (age 6):</italic></td></tr><tr><td>Cultural capital</td><td>2.56</td><td>3.43</td><td>4.15</td><td>3.88</td><td>2.61</td><td>3.28</td></tr><tr><td>Familial activities</td><td>4.89</td><td>5.29</td><td>5.44</td><td>5.40</td><td>4.94</td><td>5.19</td></tr><tr><td>Number of cases</td><td>343</td><td>466</td><td>207</td><td>539</td><td>477</td><td>1016</td></tr></tbody></table> </ephtml> </p> <p>Source: Project 'Preschool Education and Educational Careers among Migrant Children', own calculations.</p> <p>In a next step, I examine the influence of parents' cultural capital on the frequency of familial activities in multivariate analyses. Since longitudinal data are available, I use fixed effects regressions that have the advantage to account for all time-constant parent and family characteristics (like parents' education or the ethnic origin, but also unobserved characteristics) (see Allison [<reflink idref="bib1" id="ref26">1</reflink>]). Instead of considering differences <emph>between</emph> individuals, changes <emph>within</emph> individuals over time are regarded (see Wooldridge [<reflink idref="bib22" id="ref27">22</reflink>], 485–487). The result of these analyses show that parents' cultural capital has a significant positive influence on the frequency of familial activities – net of all time-constant family characteristics and some time-varying control variables (Model 1a in Table A1, Appendix 1).</p> <p>Additional longitudinal analyses (model 1b in Table A1, Appendix 1) reveal that this influence of parents' cultural capital changes over time (see Figure 2): Especially at an early age, parents with different amount of cultural capital also differ in terms of familial activities: Parents with more cultural capital conduct familial activities much more frequently than parents with lower levels of cultural capital. This difference then becomes smaller because parents with a lower level of cultural capital start to invest more while parents with high levels of cultural capital reduce their very high level of familial activities slightly as the child gets older. At about 60 months of age, the level of familial activities is quite similar. However, after that time the difference starts to increase again.</p> <p>Graph: Figure 2. Familial activities by age in families with different levels of cultural capital.</p> <p>Until now, I have shown that parents' social and ethnic origin is associated with the frequency of familial activities. The social and ethnic origin is also associated with the amount of parents' cultural capital which, in turn, positively influences the frequency of familial activities. The last step in my analyses tests whether or not cultural capital really <emph>mediates</emph> the association between the social and ethnic origin and the frequency of familial activities as hypothesised in Figure 1. Thus, I examine whether the effect of mother's educational level and the effect of the Turkish migration background disappear in a multivariate analysis once I control for parent's cultural capital (see Table A2, Appendix 2).</p> <p>The results of these analyses are presented in Figure 3, separated by panel wave. The black bars show the effect of a high educational level of the mother (left graph) and the effect of the Turkish migration background (right graph) in multivariate OLS-regressions without including parents' cultural capital. These mirror the descriptive results of Table 1: Stimulating familial activities are conducted more frequently in families with higher educated mothers and less frequently in families of Turkish origin. It is also noteworthy that the effect of the social and ethnic origin are most pronounced in the first panel wave at age three and then become smaller (especially in the case of the ethnic origin). When parents' cultural capital is included in the statistical analysis, the effect of the mother's education disappears (grey bars in Figure 3, left graph). Thus, the effect of mother's education on the frequency of familial activities is completely mediated by the amount of parents' cultural capital. The effect of the Turkish origin, however, is only reduced (grey bars in Figure 3, right graph) but still significant. Only in the last panel wave at age six, also the effect of the Turkish origin completely disappears.</p> <p>Graph: Figure 3. The influence of the social and ethnic origin on the frequency of familial activities with and without considering parents' cultural capital at different ages.</p> <hd id="AN0094574185-6">Discussion</hd> <p>The results of this study have replicated the well-known finding that social and ethnic differences exist regarding the frequency of stimulating familial activities in early childhood. Familial activities such as reading to the child are conducted more frequently in families with higher educated mothers and in native families compared to families with lower educated mothers and immigrant families. This article has considered the role of parents' cultural capital in this process. The transmission of cultural capital within the family is a core element of Bourdieu's theory of social reproduction. The empirical analyses have shown that parents with more cultural capital conduct stimulating familial activities more often than parents with lower levels of cultural capital. Moreover, cultural capital completely mediates the association between the mother's educational level and the frequency of familial activities. Also a large part of the differences between immigrants and native can be explained by the different endowment with cultural capital.</p> <p>As a limitation of this article, it has to be noted that only very specific activities have been analysed which belong to a certain childrearing practise that Lareau ([<reflink idref="bib16" id="ref28">16</reflink>]) has titled 'concerted cultivation'. Also, only cultural capital that fits to the 'dominant culture' has been regarded. Especially immigrants may possess other sorts of cultural capital and conduct other types of familial activities more frequently which has not been measured in this study. However, if Bourdieu's theory is correct then the educational system will reward exactly such kinds of cultural capital that 'fit' to the dominant culture. Thus, it is well possible that these differences in parents' cultural capital and familial activities in early childhood influence children's later educational careers. Future studies should address these long-term consequences of parents' cultural capital during the early childhood.</p> <p>A positive sign of the present study is that the effect of the social and ethnic origin on the frequency of familial activities has declined over time. However, for policy and practice this means that interventions for disadvantaged children are especially crucial at an early age where the differences are largest (for this discussion also see Heckman [<reflink idref="bib14" id="ref29">14</reflink>]).</p> <hd id="AN0094574185-7">Acknowledgement</hd> <p>The author gratefully acknowledges the financial support granted by the German Research Foundation (DFG) within the project 'Preschool Education and Educational Careers among Migrant Children'.</p> <hd id="AN0094574185-8">Appendix 1</hd> <p>Table A1. The influence of parents' cultural capital on the change in familial activities over time (results of fixed effects regression).</p> <p> <ephtml> <table><thead valign="bottom"><tr><td /><td>Model 1a</td><td>Model 1b</td></tr></thead><tbody><tr><td>Child's age in months/12</td><td char=".">0.37</td><td>(0.05)*</td><td char=".">1.08</td><td>(0.12)*</td></tr><tr><td>Child's age in months/12 squared</td><td char=".">−0.13</td><td>(0.01)*</td><td char=".">−0.27</td><td>(0.03)*</td></tr><tr><td>Number of children in the household</td><td char=".">−0.03</td><td>(0.06)</td><td char=".">−0.01</td><td>(0.05)</td></tr><tr><td>Mother is employed</td><td char=".">−0.02</td><td>(0.05)</td><td char=".">0.01</td><td>(0.05)</td></tr><tr><td>Family with two parents</td><td char=".">0.02</td><td>(0.12)</td><td char=".">0.01</td><td>(0.12)</td></tr><tr><td>Parents' cultural capital</td><td char=".">0.16</td><td>(0.03)*</td><td char=".">0.45</td><td>(0.05)*</td></tr><tr><td>Parents' cultural capital * age</td><td char="." /><td /><td char=".">−0.32</td><td>(0.05)*</td></tr><tr><td>Parents' cultural capital * age squared</td><td char="." /><td /><td char=".">0.06</td><td>(0.01)*</td></tr><tr><td><italic>R</italic><sup>2</sup> (within)</td><td char=".">0.0833</td><td /><td char=".">0.1169</td><td /></tr><tr><td>Number of families</td><td>1016</td><td /><td>1016</td><td /></tr><tr><td>Number of observations</td><td>3048</td><td /><td>3048</td><td /></tr></tbody></table> </ephtml> </p> <p>Source: Project 'Preschool Education and Educational Careers among Migrant Children', own calculations.</p> <p>Note: Regression coefficients from fixed effect regression (within families) with standard errors in parentheses. All time-constant variables are automatically controlled. *<emph>p</emph> ≤ 0.05, +<emph>p</emph> ≤ 0.1.</p> <hd id="AN0094574185-9">Appendix 2</hd> <p>Table A2: The mediating role of parents' cultural capital at different points in time (results of OLS regressions).</p> <p> <ephtml> <table><thead valign="bottom"><tr><td /><td>Wave 1, age 3–4</td><td>Wave2, age 4–5</td><td>Wave 3, age 6</td></tr><tr><td /><td>Model 1a</td><td>Model 1b</td><td>Model 2a</td><td>Model 2b</td><td>Model 3a</td><td>Model 3b</td></tr></thead><tbody><tr><td>Child's age in months/12</td><td>0.26</td><td>(0.09)*</td><td>0.25</td><td>(0.09)*</td><td>−0.06</td><td>(0.08)</td><td>−0.07</td><td>(0.08)</td><td>−0.22</td><td>(0.09)*</td><td>−0.19</td><td>(0.09)*</td></tr><tr><td>Child's sex (ref. boy)</td><td char=".">0.34</td><td>(0.07)*</td><td char=".">0.35</td><td>(0.06)*</td><td char=".">0.25</td><td>(0.05)*</td><td char=".">0.24</td><td>(0.05)*</td><td char=".">0.17</td><td>(0.06)*</td><td char=".">0.17</td><td>(0.06)*</td></tr><tr><td>Number of children in HH</td><td char=".">−0.08</td><td>(0.04)+</td><td char=".">−0.06</td><td>(0.04)</td><td char=".">−0.02</td><td>(0.04)</td><td char=".">−0.02</td><td>(0.04)</td><td char=".">0.03</td><td>(0.03)</td><td char=".">0.05</td><td>(0.03)</td></tr><tr><td>Mother is employed</td><td char=".">0.07</td><td>(0.07)</td><td char=".">0.02</td><td>(0.07)</td><td char=".">−0.01</td><td>(0.07)</td><td char=".">−0.04</td><td>(0.06)</td><td char=".">0.04</td><td>(0.07)</td><td char=".">0.02</td><td>(0.06)</td></tr><tr><td>Family with two parents</td><td char=".">0.10</td><td>(0.17)</td><td char=".">0.10</td><td>(0.17)</td><td char=".">0.05</td><td>(0.15)</td><td char=".">0.02</td><td>(0.15)</td><td char=".">0.04</td><td>(0.13)</td><td char=".">0.04</td><td>(0.12)</td></tr><tr><td>Mother's education (ref. low)</td></tr><tr><td>Intermediate</td><td char=".">0.28</td><td>(0.08)*</td><td char=".">0.06</td><td>(0.08)</td><td char=".">0.20</td><td>(0.08)*</td><td char=".">0.07</td><td>(0.07)</td><td char=".">0.26</td><td>(0.07)*</td><td char=".">0.07</td><td>(0.07)</td></tr><tr><td>high</td><td char=".">0.39</td><td>(0.08)*</td><td char=".">0.02</td><td>(0.08)</td><td char=".">0.30</td><td>(0.09)*</td><td char=".">0.05</td><td>(0.09)</td><td char=".">0.33</td><td>(0.09)*</td><td char=".">−0.01</td><td>(0.09)</td></tr><tr><td>Turkish family</td><td char=".">−0.84</td><td>(0.07)*</td><td char=".">−0.58</td><td>(0.06)*</td><td char=".">−0.39</td><td>(0.07)*</td><td char=".">−0.17</td><td>(0.07)*</td><td char=".">−0.30</td><td>(0.07)*</td><td char=".">0.02</td><td>(0.07)</td></tr><tr><td>Parents' cultural capital</td><td char="." /><td /><td char=".">0.38</td><td>(0.04)*</td><td char="." /><td /><td char=".">0.29</td><td>(0.04)*</td><td char="." /><td /><td char=".">0.37</td><td>(0.05)*</td></tr><tr><td>Constant</td><td char=".">4.52</td><td>(0.41)*</td><td char=".">3.40</td><td>(0.41)*</td><td char=".">5.74</td><td>(0.44)*</td><td char=".">4.87</td><td>(0.46)*</td><td char=".">6.25</td><td>(0.59)*</td><td char=".">4.83</td><td>(0.57)*</td></tr><tr><td><italic>R</italic><sup>2</sup></td><td char=".">0.2505</td><td /><td char=".">0.3163</td><td /><td char=".">0.1032</td><td /><td char=".">0.1598</td><td /><td char=".">0.0815</td><td /><td char=".">0.1556</td><td /></tr><tr><td><italic>N</italic></td><td>1016</td><td /><td>1016</td><td /><td>1016</td><td /><td>1016</td><td /><td>1016</td><td /><td>1016</td><td /></tr></tbody></table> </ephtml> </p> <p>Source: Project 'Preschool Education and Educational Careers among Migrant Children', own calculations.</p> <p>Note: Unstandardised regression coefficients with robust standard errors adjusted for post code clusters in parentheses. *<emph>p</emph> ≤ 0.05, +<emph>p</emph> ≤ 0.1.</p> <ref id="AN0094574185-10"> <title> References </title> <blist> <bibl id="bib1" idref="ref26" type="bt">1</bibl> <bibtext> Allison, P. 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  Data: How Often Do You Play with Your Child? The Influence of Parents' Cultural Capital on the Frequency of Familial Activities from Age Three to Six
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  Data: <searchLink fieldCode="AR" term="%22Becker%2C+Birgit%22">Becker, Birgit</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Early+Childhood+Education+Research+Journal%22"><i>European Early Childhood Education Research Journal</i></searchLink>. 2014 22(1):4-13.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 10
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  Label: Publication Date
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  Data: 2014
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Evaluative
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cultural+Capital%22">Cultural Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Incidence%22">Incidence</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Analysis%22">Data Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Background%22">Parent Background</searchLink><br /><searchLink fieldCode="DE" term="%22Mothers%22">Mothers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink><br /><searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
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  Data: 10.1080/1350293X.2013.865355
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  Label: ISSN
  Group: ISSN
  Data: 1350-293X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Many studies have demonstrated a positive association between familial activities (e.g. reading to the child) and children's development in different domains. It is also well-known that social and ethnic differences exist regarding the frequencies of such activities. However, the mechanism behind these differences is less clear. This article analyses the role of parents' cultural capital as a mediating factor between families' social and ethnic background and the frequency of stimulating familial activities in early childhood. Using the data from the German longitudinal study "Preschool Education and Educational Careers among Migrant Children", it is shown that parents' cultural capital completely mediates the effect of mother's education and part of the ethnic origin effect. Additional longitudinal analyses reveal that the influence of parents' cultural capital changes over time and is most pronounced at the earliest measurement.
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  Data: 2014
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        Value: 10.1080/1350293X.2013.865355
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      – Text: English
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        PageCount: 10
        StartPage: 4
    Subjects:
      – SubjectFull: Cultural Capital
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Incidence
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      – SubjectFull: Child Development
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      – SubjectFull: Play
        Type: general
      – SubjectFull: Family Environment
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      – SubjectFull: Data Analysis
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      – SubjectFull: Ethnicity
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      – SubjectFull: Cultural Differences
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      – SubjectFull: Parent Background
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      – SubjectFull: Mothers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Germany
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      – SubjectFull: Turkey
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      – TitleFull: How Often Do You Play with Your Child? The Influence of Parents' Cultural Capital on the Frequency of Familial Activities from Age Three to Six
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