Cognitive skill performance among young children living in poverty: Risk, change, and the promotive effects of Early Head Start
Cognitive skill performance among young children living in poverty: Risk, change, and the promotive effects of Early Head Start
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DOI：
10.1016/j.ecresq.2009.04.001
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发表时间：
2009-09-01
影响因子：
3.7
通讯作者：
Chazan-Cohen, Rachel
中科院分区：
文献类型：
--
作者：
Ayoub, Catherine;O'Connor, Erin;Chazan-Cohen, Rachel
本研究的目的是检查风险因素和认知性能之间的关联，从1至3岁的生活在贫困中的儿童，并调查EHS对儿童的认知技能表现的保护和/或促进作用。分析使用的数据来自早期开端（EHS）研究和评估项目，3001名儿童和家庭生活在贫困中的前瞻性研究。有四个主要发现。首先，与国家标准相比，儿童的认知技能分数从1岁到3岁显著下降。第二，那些家庭靠政府救济的孩子、母亲没有受过高中教育的孩子、在家里接受认知和语言刺激水平较低的孩子、以及消极情绪水平较高的孩子，都表现出了更快的下降速度。第三，接受政府援助的家庭的儿童，父母失业的儿童，以及母亲未受过高中教育的儿童在三岁时的认知技能得分较低。第四，参加早期开端（EHS）的儿童在三岁时的认知技能得分高于未参加EHS的同龄人。政策和早期教育的影响进行了讨论。(C)2009 Elsevier Inc. All rights reserved.
The purposes of the present study were to examine associations between risk factors and the cognitive performance from one to three years of age of children living in poverty, and to investigate the protective and/or promotive effects of EHS on children's cognitive skill performance. Analyses were conducted using data from the Early Head Start (EHS) Research and Evaluation Project, a prospective study of 3001 children and families living in poverty. There were four main findings. First, children's cognitive skill scores decreased significantly from one to three years of age in comparison to national norms. Second, children whose families were on government assistance, children whose mothers had less than a high school education, children who received lower levels of cognitive and language stimulation at home, and children who had higher levels of negative emotionality evidenced more rapid rates of decline. Third, children in families who received government assistance, children whose parents were unemployed, and children whose mothers had less than a high school education had lower cognitive skill scores at three years of age. Fourth, children who were enrolled in Early Head Start (EHS) had higher cognitive skill scores at three years of age than their peers who were not in EHS. Implications for policy and early education are discussed. (C) 2009 Elsevier Inc. All rights reserved.