Social risk and protective child, parenting, and child care factors in early elementary school years
Social risk and protective child, parenting, and child care factors in early elementary school years
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DOI：
10.1207/s15327922par0601_4
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发表时间：
2006-01-01
影响因子：
2.2
通讯作者：
Hooper, Stephen
中科院分区：
文献类型：
--
作者：
Burchinal, Margaret;Roberts, Joanne E.;Hooper, Stephen
目的：非裔美国儿童在儿童早期暴露于多种社会危险因素中，往往会遇到学习困难，因此识别保护因素具有重要意义。设计。研究人员对75名非洲裔美国儿童从幼儿园到三年级的学习和学校行为轨迹进行了研究，这些儿童从幼年起就被前瞻性地跟踪，以检验假想的保护因素：幼儿时期的家庭和托儿环境质量，进入幼儿园时的儿童语言和社交技能，以及学校特征。结果。在儿童早期暴露于多种风险中的儿童，从幼儿园到三年级，表现出较低的学习和社交情绪技能水平。父母教养方式在风险之间起到了中介作用。对于面临多重风险的非裔美国儿童来说，儿童的语言技能、父母养育和儿童护理质量是小学头4年获得数学技能和减少问题行为的保护性因素。就读于低收入家庭孩子比例较高的学校可能预示着随着时间的推移，问题行为的数量会增加。结论。对于非裔美国儿童来说，早期接触社会风险对他们在小学早期的学业成绩和适应能力有负面预测作用，这部分是通过暴露于社会风险与反应较慢且缺乏刺激的育儿方式之间的关联来实现的。此外，当孩子的父母或保育人员反应更灵敏、更敏感，或者入学时语言能力更强时，风险与学业结果之间的负面关联要弱得多。
Objective: African American children exposed to multiple social risk factors during early childhood often experience academic difficulties, so identification of protective factors is important. Design. Academic and school behavior trajectories from kindergarten through third grade were studied among 75 African American children who have been followed prospectively since infancy to test hypothesized protective factors: quality of home and child care environments during early childhood, child language and social skills at entry to kindergarten, and school characteristics. Results. Children exposed to multiple risks in early childhood showed lower levels of academic and social-emotional skills from kindergarten through third grade. Parenting mediated the association with risk. Children's language skills, parenting, and child care quality serve as protective factors in acquisition of mathematics skills and reduction in problem behaviors during the first 4 years of primary school for African American children facing multiple risks. Attending a school with a higher proportion of children from low-income families might predict increasing numbers of problem behaviors over time. Conclusions. Exposure to social risk in early childhood negatively predicted academic achievement and adjustment during early elementary school for African American children, in part through associations between exposure to social risk and less responsive and stimulating parenting. Furthermore, the negative associations between risk and academic outcomes were substantially weaker when children had more responsive and sensitive parents or child care providers or entered school with stronger language skills.