Family Socioeconomic Status and Consistent Environmental Stimulation in Early Childhood

Autor/inn/en	Crosnoe, Robert; Leventhal, Tama; Wirth, R. J.; Pierce, Kim M.; Pianta, Robert C.
Titel	Family Socioeconomic Status and Consistent Environmental Stimulation in Early Childhood
Quelle	In: Child Development, 81 (2010) 3, S.972-987 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2010.01446.x
Schlagwörter	Stimulation; Reading Achievement; Socioeconomic Status; Child Care; Preschool Children; Low Income; Cognitive Development; Classification; Mathematics Achievement; Family Environment; Preschool Education; Grade 1; Correlation + Suchen Sie Ihr Suchwort? Leseleistung; Socio-economic status; Sozioökonomischer Status; Kinderfürsorge; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Niedriglohn; Kognitive Entwicklung; Classification system; Klassifikation; Klassifikationssystem; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Familienmilieu; School year 01; 1. Schuljahr; Schuljahr 01; Korrelation
Abstract	The transition into school occurs at the intersection of multiple environmental settings. This study applied growth curve modeling to a sample of 1,364 American children, followed from birth through age 6, who had been categorized by their exposure to cognitive stimulation at home and in preschool child care and 1st-grade classrooms. Of special interest was the unique and combined contribution to early learning of these 3 settings. Net of socioeconomic selection into different settings, children had higher math achievement when they were consistently stimulated in all 3, and they had higher reading achievement when consistently stimulated at home and in child care. The observed benefits of consistent environmental stimulation tended to be more pronounced for low-income children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10