Parenting is a critical mediator of children's school readiness. In line with this theory of change, data from the randomized clinical trial of Smart Beginnings (tiered Video Interaction Project and Family Check-Up; N = 403, treatment arm n = 201) were used to examine treatment impacts on early language and literacy skills at child age 4 years (n_Latinx = 168, n_Black = 198, n_Male = 203), as well as indirect impacts through parental support of cognitive stimulation at child age 2 years. Although results did not reveal direct effects on children's early skills, there were significant indirect effects for early literacy (β = .03, p = .05) and early language (β = .04, p = .04) via improvements in parental cognitive stimulation. Implications for interventions targeting parenting to improve children's school readiness beginning at birth are discussed.

中文翻译：

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通过随机临床试验提高低收入种族/族裔儿童的早期语言和读写能力：认知刺激亲子互动的中介作用

养育子女是孩子入学准备的关键因素。根据这一变革理论，来自 Smart Beginnings 随机临床试验（分层视频互动项目和家庭检查；N  = 403，治疗组n  = 201）的数据被用来检查治疗对早期语言和读写技能的影响4 岁时（n_拉丁裔 = 168，n_黑人 = 198，n_男性 = 203），以及通过父母对 2 岁时认知刺激的支持而产生的间接影响。尽管结果并未揭示对儿童早期技能的直接影响，但通过父母认知能力的改善，对早期识字能力 ( β  = .03, p  = .05) 和早期语言能力 ( β  = .04, p  = .04) 有显着的间接影响刺激。讨论了针对育儿干预措施的影响，以改善儿童从出生开始的入学准备。