Examining the Relationship between Neighborhood Environment and School Readiness for Kindergarten Children

Autor/inn/en	Lapointe, Vanessa R.; Ford, Laurie; Zumbo, Bruno D.
Titel	Examining the Relationship between Neighborhood Environment and School Readiness for Kindergarten Children
Quelle	In: Early Education and Development, 18 (2007) 3, S.473-495 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Neighborhoods; School Readiness; Family Structure; Foreign Countries; Data Analysis; Kindergarten; Labor Force; Place of Residence; Environmental Influences; Predictor Variables; Language Acquisition; Cognitive Development; Communication Skills; Physical Health; Well Being; Interpersonal Competence; Emotional Development; Canada + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Readiness for school; School ability; Schulreife; Familienkonstellation; Familiensystem; Ausland; Auswertung; Labour force; Arbeitskraft; Erwerbsbevölkerung; Wohnort; Environmental influence; Umwelteinfluss; Prädiktor; Sprachaneignung; Spracherwerb; Kognitive Entwicklung; Kommunikationsstil; Gesundheitszustand; Well-being; Wellness; Wohlbefinden; Interpersonale Kompetenz; Gefühlsbildung; Kanada
Abstract	In the current research project, the relationship between neighborhood environment and school readiness was investigated. To measure neighbourhood environment, data from the 2001 Canadian Census were used, while school readiness was measured using the Early Development Instrument (EDI). EDI data were collected for kindergarten children across British Columbia, Canada, in the school years 2000/2001 through 2004/2005 by the Human Early Learning Partnership. A hierarchical linear modeling approach to data analysis was taken given the complex structure of the data (children nested within neighborhoods). Results from this study suggest that neighborhood environment is related to children's school readiness outcomes as measured by the EDI. Specifically, all 5 EDI domains were significantly predicted by between 2 and 8 of 13 neighborhood variables that were conceptually grouped into 8 categories accounting for family structure, income, education, Aboriginal status, language, labor force occupations, employment rates, and domestic work. Overall, 3 themes emerged from this study that suggest neighborhood-level sources of social wealth: the importance of neighborhood culture, stability, and heterogeneity in promoting better school readiness outcomes for children. Formulations regarding areas for future research are presented. (Contains 2 tables.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10