Association between Transient Financial Stress during Early Childhood and Pre-School Cognitive and Socioemotional Development

Autor/inn/en	Ramanathan, Seethalakshmi; Balasubramanian, Natarajan; Faraone, Stephen V.
Titel	Association between Transient Financial Stress during Early Childhood and Pre-School Cognitive and Socioemotional Development
Quelle	In: Infant and Child Development, 30 (2021) 6, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramanathan, Seethalakshmi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2267
Schlagwörter	Stress Variables; Child Development; Correlation; Social Development; Emotional Development; Cognitive Development; Early Intervention; Financial Problems; Preschool Children; Unemployment; Longitudinal Studies; Surveys; Mothers; Parent Child Relationship; Reading Achievement; Mathematics Achievement; Scores; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Kindesentwicklung; Korrelation; Soziale Entwicklung; Gefühlsbildung; Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Arbeitslosigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Economic difficulties in early childhood are associated with significant adverse long-term socioemotional and cognitive outcomes. In this study, we examine an understudied financial stressor that is often observed during periods of high unemployment--transient familial financial stress (TFS). We use the early childhood longitudinal study--(birth) cohort, to examine the association between exposure to TFS during early childhood and subsequent socioemotional and cognitive development. Exposure to TFS early in life is associated with a 1.25- and 1.16-point reduction (p < 0.05) in preschool reading and math scores, respectively. Path analysis suggests that these outcomes are partially mediated by mother-child interaction and parental investment. These findings provide important insights that can help inform early intervention efforts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01