Effects of Household and Environmental Adversity on Indices of Self-Regulation for Latino and African American Preschool Children: Closing the School Readiness Gap

Autor/in	Loomis, Alysse M.
Titel	Effects of Household and Environmental Adversity on Indices of Self-Regulation for Latino and African American Preschool Children: Closing the School Readiness Gap
Quelle	In: Early Education and Development, 32 (2021) 2, S.228-248 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loomis, Alysse M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1745513
Schlagwörter	School Readiness; Preschool Children; Self Control; Inhibition; Emotional Response; At Risk Persons; Environmental Influences; Low Income Groups; Urban Areas; Stress Variables; Poverty; Child Development; Preschool Education; African American Students; Hispanic American Students; Mental Health; Family Violence; Hunger; Substance Abuse; Institutionalized Persons; Correctional Institutions; Child Welfare; Foster Care; Neighborhoods; Racial Differences; Ethnicity + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstbeherrschung; Hemmung; Emotionales Verhalten; Risikogruppe; Environmental influence; Umwelteinfluss; Urban area; Stadtregion; Armut; Kindesentwicklung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Psychohygiene; Drug use; Drug consomption; Drogenkonsum; Jugendstrafvollzug; Kindeswohl; Pflegehilfe; Neighbourhoods; Nachbarschaft; Rassenunterschied; Ethnizität
Abstract	Research Findings: Addressing factors that influence children's self-regulation is a critical step toward closing achievement gaps that have consistently been found for African American and Latino children as well as children living in poverty. Cumulative sociodemographic risk in childhood is now widely understood to be a developmental risk factor for children. However, the relationship between cumulative risk and multi-method indicators of self-regulation has not been widely explored, particularly with diverse preschool populations. This study examines the relationship between cumulative household and environmental risk indicators, bottom-up indicators of self-regulation (fear, attention bias to threat), and top-down indicators of self-regulation (inhibitory and emotional control) in a sample of 126 predominantly Latino and African American preschoolers. Findings from indirect effects path analyses suggest a pathway from cumulative environmental risk to inhibitory self-regulation through bias to threat and fear, as reported by both parents and teachers. Practice or Policy: Bottom-up self-regulation may be an important and under-researched area of focus for interventions that seek to support the inhibitory and emotional control of young, adversity-exposed children. Additionally, these findings support the value of existing sociodemographic cumulative risk models that environmental adversities, such as community violence exposure and food insecurity, into conceptualizations of household adversity. An expanded conceptualization of cumulative risk may support the development of systemic interventions that address factors disproportionately experienced by ethnic minority children in low-income urban areas and reduce disparities in early school readiness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01