For VIP, effects were found across all domains of
verbal interaction, including provision of toys, shared reading, teaching, and parental
verbal responsivity; for BB, effects were found primarily
related to provision of toys and reading.
The scale rated complexity of shared toy
interactions on a scale of 1 to 7, with lower scores indicating few
verbal or toy -
related interactions during play and higher scores indicating more complex sequences in which there is more continuous conversation and sharing.
For example, compared to older mothers, teen mothers display lower levels of
verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their
verbal interactions with their children.2 Parental education, in turn,
relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.