Work from home and parenting: Examining the role of work-family conflict and gender during the COVID-19 pandemic.

Many employers introduced or expanded working from home (WFH) in response to increasing infection rates after the onset of the COVID-19 pandemic. Whether WFH enhances or depletes parents' resources for their children is still an open question. Drawing on contextual models of parenting and demands-resources approaches, we examine how WFH during the early stages of the COVID-19 pandemic was linked to changes in responsive and harsh parenting, particularly in light of pandemic-related increases in work-to-family conflicts (WFC).

How Children and Adolescents Perceive Their Coping With Home Learning in Times of COVID-19: A Mixed Method Approach.

With the COVID-19 pandemic, children and adolescents confronted a completely new learning situation. Instead of learning in class, they had to cope with home learning to achieve academically. This mixed-method study examines how children and adolescents in Germany perceive their coping success with home learning during the COVID-19 pandemic and how personal, school, family, and peer context factors relate to this self-perceived coping success.

The Home Learning Environment in the Digital Age-Associations Between Self-Reported "Analog" and "Digital" Home Learning Environment and Children's Socio-Emotional and Academic Outcomes.

We analyzed the association between the analog and the digital home learning environment (HLE) in toddlers' and preschoolers' homes, and whether both aspects are associated with children's social and academic competencies. Here, we used data of the national representative sample of Growing up in Germany II, which includes 4,914 children aged 0-5 years. The HLE was assessed via parental survey that included items on the analog HLE (e.

The Early Years Home Learning Environment - Associations With Parent-Child-Course Attendance and Children's Vocabulary at Age 3.

Although many studies investigated the effects of the home learning environment (HLE) in the preschool years, the constructs that underlie the HLE in the years before the age of three and its effects on language development are still poorly understood. This study therefore investigated the dimensionality of the HLE at age two, its relation to the attendance of low threshold parent-child-courses, and its importance for children's vocabulary development between age 2 and 3 years against the background of differing family background characteristics. Using data from 1,013 children and their families of the Newborn Cohort of the German National Educational Panel Study, structural equation modeling analyses showed that (1) quantitative and qualitative aspects of the early HLE, i.

Longitudinal interplay of young children's negative affectivity and maternal interaction quality in the context of unequal psychosocial resources.

Interaction quality and child temperament predict early and later child development. Research hints at transactional interrelations of both aspects but lacks adequate data to examine this assumption. Maternal psychosocial resources are suspected moderators in this context but rarely taken into account.