Specifying the Links between Household Chaos and Preschool Children's Development

Autor/inn/en	Martin, Anne; Razza, Rachel A.; Brooks-Gunn, Jeanne
Titel	Specifying the Links between Household Chaos and Preschool Children's Development
Quelle	In: Early Child Development and Care, 182 (2012) 10, S.1247-1263 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2011.605522
Schlagwörter	Behavior Problems; Television; Preschool Children; Crowding; Family Environment; Self Control; Cognitive Ability; Acoustics; Family Characteristics; Scores; Receptive Language; Vocabulary Development; Aggression; Attention Deficit Disorders; Correlation; Prediction; Delay of Gratification; Measures (Individuals); Illinois + Suchen Sie Ihr Suchwort? Fernsehen; Fernsehtechnik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Selbstbeherrschung; Denkfähigkeit; Akustik; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Korrelation; Vorhersage; Messdaten
Abstract	Household chaos has been linked to poorer cognitive, behavioural, and self-regulatory outcomes in young children, but the mechanisms responsible remain largely unknown. Using a diverse sample of families in Chicago, the present study tests for the independent contributions made by five indicators of household chaos: noise, crowding, family instability, lack of routine, and television usually on. Chaos was measured at age 2; outcomes measured at age 5 tap receptive vocabulary, attention and behaviour problems, and effortful control. Results show that controlling for all other measures of chaos, children with a lack of routine scored lower on receptive vocabulary and delayed gratification, while children whose television was generally on scored higher on aggression and attention problems. The provision of learning materials mediated a small part of the association between television and receptive vocabulary. Family instability, crowding, and noise did not predict any outcomes once other measures of chaos were controlled. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10