Children's Adjustment Research Articles

Cultural values, parenting and child adjustment in Italy.

The present study examined the association of mothers' and fathers' individualism, collectivism and conformity values with parenting behaviours and child adjustment during middle childhood in an Italian sample. Children (n = 194; 95 from Naples and 99 from Rome; 49% girls) were 10.93 years old (SD = .61) at the time of data collection. Their mothers (n = 194) and fathers (n = 152) also participated. Mother and father reports were collected about parental individualism and collectivism, conformity values, warmth, family obligations expectations and their children's internalising and externalising problems. Child reports were collected about their parents' warmth, psychological control, rules/limit-setting, family obligations expectations and their own internalising and externalising behaviours. Multiple regressions predicted each of the parenting and child adjustment variables from the value variables, controlling for child gender and parent education. Results showed that maternal collectivism was associated with high psychological control, parental collectivism was associated with high expectations regarding children's family obligations and fathers' conformity values were associated with more child internalising behaviours. Overall, the present study shed light on how parents' cultural values are related to some parenting practices and children's internalising problems in Italy.

Cultural values, parenting and child adjustment in Jordan.

This study examined associations between maternal and paternal cultural values (individualism, collectivism and conformity) and parenting dimensions (warmth, psychological control, autonomy granting, rule setting, knowledge solicitation and family obligations) and children's adjustment (internalising and externalising behaviours) in 113 families with children (Mage = 10.8 years) recruited from Zarqa, Jordan. Bivariate correlations and multiple regression analyses were used to examine study question. Results revealed that mothers' individualism was positively correlated with more maternal warmth, more rules/limit-setting and fathers' and children's perceptions regarding children's greater family obligations. Fathers' individualism was not significantly correlated with any parenting or child adjustment variables. Mothers' and fathers' higher collectivism was correlated with more maternal and paternal warmth, respectively; however, mothers' and fathers' higher conformity values were not significantly correlated with any parenting or child adjustment variables. Mothers' collectivism was not associated with any parenting or child adjustment variables after taking into account the other cultural values, child gender and mothers' education; however, fathers' higher collectivism was associated with more paternal warmth, fathers' higher expectations for children's family obligations and less child internalising behaviour. The findings have implications for understanding how cultural values are related to parenting and children's adjustment in Jordan.

Cultural values, parenting and child adjustment in Kenya.

Children's, mothers' and fathers' reports were used to assess whether mothers' and fathers' individualism, collectivism and conformity values are significantly related to parenting behaviours and child adjustment during middle childhood. A sample of 95 children, 95 mothers and 94 fathers was recruited from Kisumu, Kenya. Our results indicated that controlling for child gender and parents' education, mothers' and fathers' higher collectivism values were associated with higher expectations regarding children's family obligations. Children of mothers who were more individualistic perceived that less was required of them in terms of family obligations. Mothers' conformity values were associated with more maternal and paternal warmth, and higher maternal expectations regarding children's family obligations, controlling for child gender and mothers' education. Mothers' education was significantly associated with more maternal and paternal warmth, more parental knowledge solicitation and higher paternal expectations regarding children's family obligations. Fathers' and mothers' individualism was associated with lower expectations regarding children's family obligations. Fathers' individualism was positively correlated with knowledge solicitation and more rules/limit-setting. Fathers' higher conformity values were correlated with more maternal warmth, more paternal warmth, more knowledge solicitation and mothers' and fathers' higher expectations regarding children's family obligations.

Improving Chinese children's socioemotional competence, behavioral adjustment, and pre-academic skills: Impacts of the 3Es Program

Despite the importance of socioemotional competence, few social and emotional learning programs have been developed for and evaluated with non-Western communities. The Early Prevention, Early Identification, and Early Intervention Program is a tiered, school-based program targeting the socioemotional skills of all second-year kindergarten students in Chinese communities with the Little Garden Curriculum and providing additional training to third-year kindergarten students with socioemotional difficulties with the Little Greenhouse Curriculum. Using a cluster randomized controlled trial, this study examined the impacts of the program on 999 children (mean age in the pretest = 4.25 years; 48 % were girls) from 18 kindergartens from Hong Kong, China. Using kindergartens as clusters, children were randomly assigned to undertake the Little Garden Curriculum (n = 624) or join the wait-list control group (n = 375). Furthermore, children who had completed the Little Garden Curriculum but still showed socioemotional difficulties were randomly assigned to undertake the Little Greenhouse Curriculum (n = 87) or join the wait-list control group (n = 50). In other words, the intervention kindergartens used for the evaluation of the Little Garden Curriculum were randomly assigned into a new intervention group or a new wait-list control group for the evaluation of the Little Greenhouse Curriculum. In pre- and posttests, teachers rated children's socioemotional competence and behavioral adjustment, and children completed reading and arithmetic tasks. Results indicated that—controlling for child age, gender, and prior scores—children who had completed the Little Garden Curriculum showed better socioemotional competence, behavioral adjustment, and pre-academic skills (ten out of 12 outcome variables). Moreover, children who had completed the Little Greenhouse Curriculum showed higher scores on six out of 12 outcome measures. Findings highlighted the utility of using culturally relevant programs to improve the socioemotional competence of Chinese children at both the universal and the indicated levels.

Back to school after the pandemic: Adjustment of Spanish children and adolescents.

Aiming to mitigate the COVID-19 spread, the government of Spain applied restrictive measures, like schools’ closure. Although the effects of the pandemic on children's emotional well-being have been studied, there is a lack of studies examining school adjustment following the pandemic and the role that the infection has played in the adjustment process. The objective is to analyze the relationship between stressful events related to school experienced by children and their adjustment to school after the home confinement, including anxiety as a mediator variable. Participants were the parents of 219 Spanish children and adolescents aged 3 and 18 years who completed a survey about their children’s anxiety (Spanish Brief Child Version of the Spence Children’s Anxiety Scale), the stressful events experienced related to school (Stressful Events related to Pandemic Inventory), and the adjustment to school (Adjustment of Children after Pandemic School Closure Scale). Results showed that social distance was the most reported stressful event (87%). Having COVID-19 and experiencing bullying were directly related to a high level of anxiety. Children´s who decreased social contact and experienced bullying showed a worse adjustment to school. Anxiety was an indirect mediator of this relationship. Findings highlight the importance of supervising school adaptation and promoting strategies to prevent emotional problems when the youths are exposed to stressful situations. Para frenar la propagación del COVID-19, el gobierno español aplicó medidas restrictivas, como el cierre escolar. Aunque los efectos de la pandemia en el bienestar emocional de los niños han sido estudiados, faltan estudios que examinen la adaptación escolar tras la pandemia y el papel que la infección ha tenido en el proceso de adaptación. El objetivo es analizar la relación entre los eventos estresantes relacionados con la escuela y la adaptación escolar después del confinamiento, incluyendo la ansiedad como mediadora. Los participantes fueron 219 padres de niños y adolescentes españoles de entre 3 y 18 años que completaron encuestas sobre la ansiedad de sus hijos (Spanish Brief Child Version of the Spence Children's Anxiety Scale), los eventos estresantes vividos relacionados con la escuela (Stressful Eventos relacionados con el Inventario de Pandemia), y la adaptación escolar (Escala de Ajuste de los Niños después del Cierre Escolar de la Pandemia). Los resultados mostraron mayor prevalencia en el evento estresante distancia social (87%). Tener COVID-19 y sufrir acoso escolar se relacionó directamente con una mayor ansiedad. Los niños que disminuyeron el contacto social y sufrieron acoso escolar mostraron peor adaptación escolar, siendo la ansiedad un mediador indirecto. Los hallazgos destacan la importancia de supervisar la adaptación escolar y promover estrategias para prevenir problemas emocionales en jóvenes expuestos a situaciones estresantes.

Predicting the Emotional Social Adjustment of Children with Autism Based on Mother-Child Anxiety and the Adaptability of Maternal Parenting

Objective: This study aimed to predict the emotional social adjustment of children with autism based on mother-child anxiety and the adaptability of maternal parenting. Methods and Materials: The research was descriptive and correlational. The population consisted of all mothers with autistic children in the city of Kut. The sample consisted of 200 mothers with autistic children, selected through convenient sampling. The research instruments included the Mother and Child Anxiety Scale (Ataabadi et al., 2021), the Social Emotional Skills Questionnaire for Children (Payton et al., 2008), and the Parenting Adaptability Scale (Yousefi, 2021). Descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient and stepwise regression) were used for data analysis. Findings: The results showed that among the predictor variables, mother-child anxiety and its dimensions, and parenting adaptability and its dimensions, were significantly correlated with emotional social adjustment. Among these variables and their dimensions, parental control, parenting concerns, and parent-child anxiety had predictive power for the emotional social adjustment of children. Conclusion: Based on these results, it can be said that improving parenting variables is beneficial for the improvement of children's emotional social adjustment.

Psychological adjustment of children and adolescents in residential care with Collaborating Families: A multi-informant assessment

In residential care, programs such as Collaborating Families have been developed so that children and adolescents can experience periods of cohabitation in a positive family environment, which generates benefits for them and complements their residential care. The present study used the Strengths and Difficulties Questionnaire (SDQ) to study the psychological adjustment of 37 children and adolescents in residential care with collaborating families, comparing the assessments of 185 informants: the children themselves, their collaborating families, their caregivers at the protection center, as well as a comparison group of peers without collaborating families and their caregivers. In addition, this study analyzed whether the psychological adjustment of these children is related to some of their personal variables and their experience in family collaboration. The results showed significant differences between the psychological adjustment assessed by the different informants. Also, children with collaborating families tended to present a better psychological adjustment compared to the comparison group, with considerable effect sizes. Moreover, significant relationships were found between psychological adjustment and the children’s ratings about their family collaboration. Finally, some practical implications for the development of the program are discussed. En el marco del acogimiento residencial, se ha desarrollado el programa Familias Colaboradoras con el fin de que los niños, niñas y adolescentes tutelados puedan disfrutar de períodos de convivencia en un ambiente familiar positivo, que les genere beneficios y complemente su atención residencial. En este trabajo, a través del instrumento Strengths and Difficulties Questionnaire (SDQ), estudiamos el ajuste psicológico de 37 menores de edad en acogimiento residencial con familias colaboradoras, contrastando las valoraciones de 185 informantes: los propios menores de edad, sus familias colaboradoras, los profesionales de referencia del centro, así como un grupo de comparación de iguales sin familias colaboradoras y sus profesionales de referencia. Además, analizamos si el ajuste psicológico de estas personas menores se relaciona con variables personales y la valoración que hacen de la colaboración familiar. Los resultados mostraron diferencias significativas entre el ajuste psicológico valorado por los distintos informantes. Además, los menores de edad con familias colaboradoras tendieron a mostrar un mejor ajuste psicológico frente al grupo de comparación, con tamaños de efecto considerables. Se encontraron también relaciones significativas entre el ajuste psicológico y la valoración de los menores sobre la colaboración familiar. Finalmente, se discuten algunas implicaciones prácticas para el desarrollo del programa.

How parental coping socialization influences the adjustment of children and adolescents: Perspectives from long-term and real-time timelines

How parental coping socialization influences the adjustment of children and adolescents: Perspectives from long-term and real-time timelines

The role of fathers in child development from preconception to postnatal influences: Opportunities for the National Institutes of Health Environmental influences on Child Health Outcomes (ECHO) program.

A growing body of literature highlights the important role of paternal health and socioemotional characteristics in child development, from preconception through adolescence. Much of this research addresses the indirect effects of fathers, for instance, their influence on maternal behaviors during the prenatal period or via the relationship with their partner. However, emerging evidence also recognizes the direct role of paternal health and behavior for child health and adjustment across development. This critical review presents evidence of biological and sociocultural influences of fathers on preconception, prenatal, and postnatal contributions to child development. The National Institutes of Health Environmental influences on Child Health Outcomes (ECHO) program incorporates in its central conceptualization the impact of fathers on family and child outcomes. This critical synthesis of the literature focuses on three specific child outcomes in the ECHO program: health outcomes (e.g., obesity), neurodevelopmental outcomes (e.g., emotional, behavioral, psychopathological development), and positive health. We highlight the unique insights gained from the literature to date and provide next steps for future studies on paternal influences.

Perkembangan Akhir Masa Anak-Anak

Late childhood or what is known as elementary school age (SD) is a period of life development that lasts from the age of six until a child moves into adolescence and becomes sexually mature. The end of childhood is marked by dominant situations that can influence the child's personal adjustment and social adjustment. The research uses a critical review method by reading various books, journals or other publications related to the research topic discussed. The journals chosen consist of national and international journals, as well as several official websites. The research source comes from articles obtained via the internet in the form of research articles discussing late childhood development. The research results are as follows; a) Cognitive development is a person's ability to acquire, process and use information obtained from the surrounding environment b) Piaget and named the second level of moral development at the end of childhood as the level of conventional morality or morality from conventional rules and adjustments. c) Implications for children's end-of-life development in counseling services which aim to help them get to know themselves, develop their potential, overcome difficulties, and prepare children's mental and social development, as well as overcome problems experienced by children such as obstacles, disturbances and difficulties.

Social adjustment in children diagnosed with sickle cell disease: A retrospective study.

Children with sickle cell disease (SCD) are at risk for physical, psychological, and social adjustment challenges. This study sought to investigate social adjustment and related factors in children living with SCD. Data from 32 children (50% male, mean age=10.32years, SD=3.27) were retrospectively collected from a neuropsychology clinic at a tertiary care pediatric hospital. Social adjustment was measured using the Behavior Assessment System for Children (BASC-3) parent-proxy, withdrawal subscale, and the Pediatric Quality of Life Inventory (PedsQL) Generic Module Social Functioning self- and parent-proxy subscales. Other measures captured executive functioning (i.e., Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) Parent Form) and non-disease-related associations with social adjustment, including number of years in Canada and family functioning (i.e., PedsQL Family Impact Module). Sixteen percent of patients reported elevated social adjustment difficulties. Multiple linear regression found better family functioning [B=.48, t=2.65, p=.016], and higher executive functioning [B=-.43, t=-2.39, p=.028] were related to higher scores on the PedsQL parent-proxy ratings of social adjustment [F(4,18)=5.88, p=.003]. Male sex [B=.54, t=3.08, p=.005], and having lived more years in Canada [B=.55, t=2.81, p=.009], were related to higher PedsQL self-reported social adjustment [F(4,23)=3.75, p=.017]. The model examining the BASC-3 withdrawal subscale was not statistically significant [F(4,16)=1.63, p=.22]. Social adjustment in children diagnosed with SCD warrants future research to understand the influence of executive function, and non-disease-related factors, particularly focusing on sociocultural factors.

Adolescent General Efficacy Scale for Parents (AGES-p): Adaptation and Spanish Validation

It has been well documented in the literature that parental cognitions contribute in central ways to child development and adjustment. Nevertheless, there are no other questionnaires in the Spanish context that measure parents’ perceptions toward their adolescent children’s efficacy. This study aims to develop and validate a new scale to measure parents’ perceptions toward their adolescent children’s efficacy. A total of 594 Spanish parents and their children aged between 11 and 16 years completed the General Self-Efficacy Scale (GSE), the Adolescent General Efficacy Scale for Parents (AGES-p), and the Adolescent Future Expectations Scale for Parents (AFES-p). Non-probability convenience sampling was used. We kept similar proportions in our sample when selecting participating schools (75.90% State schools and 24.10% private schools). The psychometric properties of the AGES-p scale were examined using Exploratory and Confirmatory Factor Analysis. We obtained a unidimensional factor structure, which explains 66.77% of the variance. This means that most of the observed variance in item responses is explained by a single latent construct. The reliability (α = 0.926) and convergent validity of the scale were found to be high. It can be observed that there are positive and significant correlations between AGES-p and the questionnaires used: GSE (r = 0.268) and AFES-p (r = 0.508).The AGES-p has the potential for evaluating parents’ perception toward their children’s efficacy. This scale in the Spanish context provides a new measurement instrument to the field of family evaluation, applicable both to research and psychoeducational, clinical, and social interventions.

Cultural values, parenting, and child adjustment in China.

To examine whether parents' cultural values are related to parenting practices and children's behavioural adjustment, mothers, fathers and children (N = 218) from two cities in China (Jinan and Shanghai) were interviewed when children were, on average, 10 years old. Mothers and fathers reported their endorsement of cultural values (individualism, collectivism, conformity), which were used to separately predict warmth and family obligation expectations reported by each parent, as well as children's report of parental psychological control, rule setting, knowledge solicitation and perceived family obligation expectations. Cross-informant (parents and child) composites of internalising and externalising behaviours were also obtained. The results showed that maternal individualism positively predicted parents' knowledge solicitation. Parental collectivism positively predicted their own warmth and family obligation expectations. Mothers' conformity positively predicted mothers' family obligation expectations, paternal warmth and children's perception of family obligation, whereas fathers' conformity only positively predicted fathers' family obligation expectations. These effects were largely consistent across regional subsamples, although mothers in Jinan were more collectivistic than mothers in Shanghai, and parents in Shanghai adopted less psychological control and more knowledge solicitation in parenting.

Long-COVID in children: An exploratory case-control study from a bio-psycho-social perspective

ObjectiveThis study aimed to determine psychosocial differences between children with Long-COVID Syndrome (LCS) and two control groups (i.e., children who did not have COVID-19 and children who had previously had COVID-19 but did not develop LCS) from a bio-psycho-social and psychosomatic perspective. To classify children in these three groups, we examined the percentage of children meeting criteria for LCS, the type, frequency, perceived severity of symptoms, and their prevalence compared with children who never had SARS-CoV-2 infection. MethodsData were collected from 198 Italian mothers of children aged 4 to 13 years using a cross-sectional web-based case-control survey. Of these, 105 were mothers of children who had contracted SARS-CoV-2 and 94 were mothers of children who had previously had COVID-19. Information was collected on the type and frequency of symptoms commonly referred to as “Long-COVID symptoms” and psychosocial dimensions (i.e., maternal and child health anxiety, COVID-19 anxiety, adjustment, and child deprivation). Descriptive analyses, chi-square tests, Student's T-Test, and analyses of variance were performed. Results29 children (15% of the total sample) developed LCS, mostly in the neurological/neuropsychiatric domain (59%), and of mild intensity. Regarding psychosocial and psychological dimensions, maternal health anxiety, child deprivation, and fear of SARS-CoV-2 infection differed between groups, with the first two dimensions higher in children with LCS than in controls and the latter lower in children with LCS than in controls. ConclusionThis study sheds light on the need of integrating a psychosocial approach into the medical care of children with LCS and their caregivers.

Parenting Practices and Parenting Program Preferences of Chinese Immigrant Parents in New Zealand

Participation in evidence-based parenting programs benefits parents and children, but these programs have limited reach. This study utilized a mixed-method design to investigate the parenting concerns and parenting program needs of Chinese immigrant parents in New Zealand. Parents (n = 159) were surveyed about their perceived levels of child adjustment problems, parenting confidence, and parenting risk and protective factors. Parents’ knowledge and experience with parenting programs, and their program preferences were also examined. Eight Chinese parenting practitioners were interviewed about parenting challenges, parental concerns, and barriers to program participation of Chinese immigrant parents. Survey results showed that parents who gave their child higher ratings on behavior problems reported less parental self-efficacy, and more parental adjustment, family relationship, teamwork, and parenting difficulties. Parents’ knowledge and experience of available parenting programs was low. Barriers to program participation included time constraints, lack of program awareness, cultural and language barriers, and no childcare provision. Parents indicated a preference for a range of delivery options including group-based, seminar, and individually tailored programs. Program features most likely to influence attendance were content that addresses personally relevant issues and children’s self-development (such as coping with failure, managing negative emotions, and increasing confidence), and convenient location of program. Practitioners indicated that managing difficult child behavior and maintaining positive parent-child relationships were key parenting challenges. These concerns were linked to cultural expectations about child obedience, academic performance, and parent/grandparent relationships. Findings highlight program preferences that could be offered to meet Chinese immigrant parenting support needs and increase program participation.

Use of Word Racing Game (سباق الكلمات) for Nahwu Learning at Madrasah Ibtidaiyyah Nurul Amal Mojokerto

This study aims to describe the process of applying or using word races and their advantages and disadvantages in Nahwu learning, especially in the material of Isim Mudzakkar and Muannats at Madrasah Nurul Amal Mojokerto. This research was conducted with field research with a descriptive qualitative approach. With interactive data analysis techniques. Based on the results of the study, the use of this learning word race game will entirely be student-centered or known as Student Centered Learning (SCL). increase student motivation to learn. Its interesting principle is to learn while playing and cultivate a love for the Arabic language. Because the use of Gamification in language learning proves that the use of Gamification for foreign language learning has a positive impact, both in increasing learning motivation and achieving learning objectives. These games provide opportunities for students to actively engage, understand concepts better, and improve their Arabic skills. The disadvantages of this game are time pressure which has implications for one of the children's learning motivation, children's interests outside school, and the adjustment of children's learning activities to children's needs.

Mother-child reporting discrepancies of child physical abuse: Associations with internalizing and externalizing symptoms

BackgroundMother-child discrepancies frequently occur in reports of child physical abuse. Such report discrepancies raise important challenges for interpreting and integrating data from multiple informants in forensic and clinical settings. ObjectivesThe main goal of this study was to identify patterns of mother-child discrepancies in reporting CPA using latent profile analysis. We then tested differences between profiles on mothers' mental health problems and children's internalizing and externalizing symptoms.Participants and setting.Participants were 159 mother-child dyads with police-documented exposure to intimate partner violence. MethodParticipants were recruited from Child Protective Services and shelter residences from all regions of Portugal. After obtaining informed consent, assessment protocols were administered separately to mothers and children. ResultsWe identified two convergent profiles (mother-child agreement on reports of both high and low exposure to CPA) and one divergent profile (the child reported significantly higher exposure to CPA than the mother). Mothers from the divergent profile reported more depressive and post-traumatic stress symptoms than mothers from the convergent profiles. Children of the divergent profile and one of the convergent profiles (mother-child agreement on high exposure to CPA) showed the highest internalizing and externalizing symptoms. ConclusionsThese results illustrate how examining informant discrepancies in the assessment of abusive parenting practices increases our understanding of children's psychological adjustment in high-risk contexts.

Maternal psychological distress and children's adjustment problems: Mediation by household chaos.

Research over many decades has considered the crucial role of maternal psychological distress (e.g., depression, anxiety) for children's psychological adjustment (externalizing and internalizing problems), suggesting bidirectional influences over time. However, little is known about the extent to which household chaos (e.g., noise, disorganization, lack of calm) may mediate this mutual association, despite an understanding that chaos is a powerful stressor in the home. Conducting secondary data analysis in a large scale, prospective longitudinal study of families with children-the U.K.'s Millennium Cohort Study-we accounted for stability in both maternal psychological distress and children's internalizing and externalizing problems and examined the extent to which household chaos mediated the mutual association between maternal psychological distress and children's behaviors. Using what we term a mutual-mediation model, we found that both maternal psychological distress and children's adjustment problems predicted household chaos at Age 5, and in turn, that chaos predicted maternal psychological distress and child adjustment problems at Age 7. We found a dominance of children's externalizing problems in the prediction of household chaos, and all pathways were strongest for maternal psychological distress and externalizing problems compared to child internalizing problems. Our findings suggest that research would be well-minded to consider both child and parent effects on household chaos, as well as its mediation potential. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Mothers' depressive symptoms and children's behavioral adjustment: The role of negative parental emotional states.

The contribution of fathers and family dynamics to the deleterious effects of mothers' depressive symptoms on children's behavioral adjustment has been evaluated in this study. Using longitudinal data spanning from toddlerhood to grade school (N = 1,311), this study examined whether negative emotional states in both parents related to mothers' cumulative depressive symptoms during the early years of children were associated with children's later internalizing and externalizing problems in grade school. A random intercept cross-lagged panel model was used to segregate between- and within-individual effects. The results demonstrated that, independent of fathers' depressive symptoms, high levels of maternal cumulative depressive symptoms were positively associated with negative emotional states in both parents over time, which then independently mediated the longitudinal associations between mothers' depressive symptoms and children's subsequent behavioral maladjustment, particularly internalizing problems, at the between-individual trait level. The findings highlight the interdependence of family members from a longitudinal perspective and support the unique contributions of both parents' negative emotional states to better understand children's behavioral adjustment in the context of maternal depressive symptoms. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Welfare Reform and the Quality of Young Children's Home Environments

This study investigates the effects of welfare reform—a major policy shift in the United States that increased low-income mothers' employment and reliance on earnings instead of cash assistance—on the quality of the home environments mothers provide for their preschool-age children. Using empirical methods designed to identify plausibly causal effects, we estimate the effects of welfare reform on validated survey and observational measures of maternal behaviors that support children's cognitive skills and emotional adjustment and the material goods that parents purchase to stimulate their children's skill development. The results suggest that welfare reform did not affect the amount of time and material resources mothers devoted to cognitively stimulating activities with their young children. However, it significantly decreased emotional support provision scores, by approximately 0.3–0.4 standard deviations. The effects appear to be stronger for mothers with lower human capital. The findings provide evidence that welfare reform came at a cost to children in the form of lower quality parenting. They also underscore the importance of considering quality, and not just quantity, in assessing the effects of maternal work-incentive policies on parenting and children's home environments.