Family and social risk, and parental investments during the early childhood years as predictors of low-income children's school readiness outcomes
Family and social risk, and parental investments during the early childhood years as predictors of low-income children's school readiness outcomes
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DOI：
10.1016/j.ecresq.2010.01.002
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发表时间：
2010-12-01
影响因子：
3.7
通讯作者：
Howes, Carollee
中科院分区：
文献类型：
--
作者：
Mistry, Rashmita S.;Benner, Aprile D.;Howes, Carollee
使用国家早期开端（EHS）研究和评估项目的数据（N = 1851），目前的研究探讨了累积的家庭和社会风险之间的关系，在婴儿期和学龄前评估，儿童的学前成绩，自我调节能力，和有问题的社会行为，测试这些关联是否通过两套家庭过程-响应式养育做法和提供语言刺激和识字做法来介导。结构方程模型的结果突出了儿童的风险经验的时间在预测入学准备能力的重要性。据观察，婴儿期的风险暴露对儿童的入学准备技能最有害，部分是由学龄前和家庭过程中的风险暴露介导的，在幼儿期和学龄前评估。适度分析显示，EHS分配或人种/种族的研究变量之间的关系强度无差异。(C)2010年爱思唯尔公司All rights reserved.
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. (C) 2010 Elsevier Inc. All rights reserved.