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Maternal and Paternal Depressive Symptoms, Home Learning Environment, and Children’s Early Literacy

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Abstract

The present study examined the influence of mothers’ and fathers’ depressive symptoms on children’s early literacy skills. Home learning-related parenting (HLE) was examined as a mediator of these associations. Families (N = 465) were recruited through preschools. Results indicate an actor effect of fathers’, but not mothers’, depressive symptoms on HLE parenting such that fathers who reported more depressive symptoms engaged in fewer HLE activities. A partner effect of fathers’ depressive symptoms on HLE parenting indicated that higher levels of fathers’ depressive symptoms were associated with lower levels of mothers’ home learning activities. Finally, fathers’ depressive symptoms negatively related to children’s early literacy skills indirectly through mothers’ HLE parenting. Findings highlight a process of negative effect of parent depressive symptoms on children’s early literacy and emphasize including both mothers and fathers in future research concerned with the influence of parents’ depressive symptoms on children’s development.

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  1. Department of Human Development and Family Studies, Michigan State University, 552 W. Circle Drive, East Lansing, MI, 48824, USA

    Amy K. Nuttall, Laura C. Froyen, Lori E. Skibbe & Ryan P. Bowles

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  1. Amy K. Nuttall
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Nuttall, A.K., Froyen, L.C., Skibbe, L.E. et al. Maternal and Paternal Depressive Symptoms, Home Learning Environment, and Children’s Early Literacy. Child Psychiatry Hum Dev 50, 681–691 (2019). https://doi.org/10.1007/s10578-019-00872-x

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