Exploring Variability in Social and Behavioral Adjustment among Children in Head Start Experiencing Homelessness

Autor/inn/en	Haskett, Mary E.; Neal, Sarah C.; Norwalk, Kate E.
Titel	Exploring Variability in Social and Behavioral Adjustment among Children in Head Start Experiencing Homelessness
Quelle	In: Journal of Education for Students Placed at Risk, 26 (2021) 4, S.337-351 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haskett, Mary E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2020.1869554
Schlagwörter	Disadvantaged Youth; Preschool Education; At Risk Students; Homeless People; Preschool Children; Student Behavior; Interpersonal Competence; Parent Influence; Psychological Patterns; Parent Background; Educational Attainment; Teacher Student Relationship; Student Needs; Emotional Response; Predictor Variables; Stress Variables; Family Influence; Classroom Environment; Behavior Problems; Social Skills Rating System; Student Teacher Relationship Scale; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Homeless person; Homeless persons; Obdachloser; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Student behaviour; Schülerverhalten; Interpersonale Kompetenz; Elternhaus; Bildungsabschluss; Bildungsgut; Teacher student relationships; Lehrer-Schüler-Beziehung; Emotionales Verhalten; Prädiktor; Klassenklima; Unterrichtsklima
Abstract	A large body of literature demonstrates that children who experience unstable housing and homelessness are at risk for developmental delays and social--emotional challenges. However, there is also evidence of variability in the functioning of these children. Our primary aims were to identify unique profiles among preschool-aged children who were unstably housed and determine whether family-level and classroom-level factors predicted children's profiles. Participants, drawn from the national Head Start CARES study, were 314 4-year-old children in one of 107 Head Start centers. Teachers' reports of children's behavior and social skills were entered into a latent profile analysis that revealed a four-profile structure with four subgroups of unstably housed children that were distinct in their functioning. Potential predictors of profiles included parent self-reports of their own psychological distress and education, teacher reports of the quality of relationships with the children, and observed teacher emotional support of students. Multinomial regression analyses revealed that the quality of the student--teacher relationship was a significant predictor of children's profile membership. We provide practice and policy implications, study limitations, and suggestions for future investigations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01