Family and Social Risk, and Parental Investments during the Early Childhood Years as Predictors of Low-Income Children's School Readiness Outcomes

Autor/inn/en	Mistry, Rashmita S.; Benner, Aprile D.; Biesanz, Jeremy C.; Clark, Shaunna L.; Howes, Carollee
Titel	Family and Social Risk, and Parental Investments during the Early Childhood Years as Predictors of Low-Income Children's School Readiness Outcomes
Quelle	In: Early Childhood Research Quarterly, 25 (2010) 4, S.432-449 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2010.01.002
Schlagwörter	Stimulation; School Readiness; Social Behavior; Structural Equation Models; Disadvantaged Youth; Parenting Styles; At Risk Persons; Parent Participation; Family Involvement; Social Influences; Self Control; Academic Achievement; Behavior Problems; Emergent Literacy; Infants; Preschool Children; Toddlers + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Social behaviour; Soziales Verhalten; Benachteiligter Jugendlicher; Risikogruppe; Elternmitwirkung; Sozialer Einfluss; Selbstbeherrschung; Schulleistung; Frühleseunterricht; Infant; Toddler; Toddlers; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infants
Abstract	Using data from the National Early Head Start (EHS) Research and Evaluation Project (N = 1851), the current study examined relations among cumulative family and social risk, assessed during infancy and the preschool years, and children's prekindergarten achievement, self-regulatory skills, and problematic social behavior, testing if these associations were mediated through two sets of family processes-responsive parenting practices and the provision of language stimulation and literacy practices. Structural equation modeling results highlight the significance of the timing of children's experience of risk in predicting school readiness competencies. Risk exposure during infancy was observed to be most detrimental for children's school readiness skills and was partially mediated by risk exposure during the preschool years and family processes, assessed during toddlerhood and the preschool years. Moderation analyses revealed no difference in the strength of relationships among the study variables by EHS assignment or by race/ethnicity. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10