School Readiness among Children of Teen Parents

青少年父母子女的入学准备情况SES-1061058 SES Stefanie Mollborn，科罗拉多大学博尔德分校Paula Fomby，科罗拉多大学丹佛分校摘要该项目研究了一个弱势群体--青少年父母的子女--从出生到向学校过渡的关键时期开始的认知发展、行为和健康。该项目的主要目标是了解与十几岁的父母有关的不利条件是如何代代相传的，以及哪些因素可能有助于减轻这些影响。我们的主要研究问题是，家庭相关因素如何影响青少年父母的孩子从婴儿期到学校过渡开始的健康和认知，社会和行为发展。 我们还将探讨基于政策的因素是否有助于改善未成年父母的子女所经历的发展和健康差距，预计每6个美国女孩中就有1个以上是少女，而现在或以前的未成年母亲所生的子女占所有贫困儿童的大多数，占所有高中辍学儿童的大多数。大量研究表明，早育对父母和子女都有许多负面影响，但关于父母年龄小和先前存在的社会劣势如何转化为对子女和父母的负面影响的研究？健康和发展不太常见。向学校的过渡是人生过程中的一个关键时期，家庭和学校环境在此交汇，幼儿期产生的社会不平等现象可以通过教育制度得到缓解或进一步加剧。这项研究将使用来自儿童早期纵向研究的新的全国代表性数据。的出生队列（ECLS-B）从婴儿期到幼儿园开始跟踪青少年父母的孩子，提供有关他们认知，行为和健康的丰富信息。这项以情境为导向的研究侧重于家庭在生命的前五年的情况，以及他们如何影响儿童的发展准备上学。分析将侧重于家庭资源、与健康有关的风险因素和反复的生态变化的影响。对青少年父母子女入学准备的影响因素进行了有限的实证研究。这项研究审查了婴儿期和幼儿期的家庭环境如何影响儿童达到学龄后的各种健康和教育成果。 这项研究的结果可能会导致政策创新，有助于减轻青少年父母和社会不利地位的负面影响，在整个学年加剧之前。该研究将与研究生和本科生助理的充分参与合作进行，并将告知研究生和本科生的教学和培训。

School Readiness among Children of Teen ParentsSES - 1061058SES Stefanie Mollborn, University of Colorado at BoulderPaula Fomby, University of Colorado at DenverAbstractThis project examines cognitive development, behavior, and health from birth to the start of the critical period of the transition to school in a vulnerable population -- the children of teenage parents. The main goal of the project is to understand how the disadvantage associated with teenage parenthood is transmitted across generations, and which factors might help mitigate those effects. Our primary research question asks how family-related factors influence the health and cognitive, social, and behavioral development of teen parents' children from infancy to the start of the school transition. We will also address whether policy-based factors help ameliorate the developmental and health disparities experienced by children of teenage parents.More than 1 in 6 American girls is projected to have a teenage birth, and children with current or former teenage mothers account for the majority of all children living in poverty and the majority of all children of high school dropouts. Considerable research has documented that many negative consequences are associated with early childbearing for both parents and children, but research on how young parental age and preexisting social disadvantage translate into negative consequences for children's and parents? health and development is less common. The transition to school is a critical time in the life course when the family and school contexts meet and social inequalities produced in early childhood can be either mitigated or further compounded by the educational system. The study will use new nationally representative data from the Early Childhood Longitudinal Study?s Birth Cohort (ECLS-B) to follow children of teenage parents from infancy through the start of kindergarten, providing rich information on their cognition, behavior, and health. This contextually oriented research focuses on families' circumstances during the first five years of life and how they influence children's developmental readiness for school. Analyses will focus on the impact of household resources, health-related risk factors, and repeated ecological changes. Broader ImpactsLimited empirical research has been conducted on factors shaping school readiness among children of teenage parents. The study examines how family circumstances in infancy and early childhood affect various health and educational outcomes once children reach school age. Results from this study may lead to policy innovations that could help ameliorate the negative effects of teenage parenthood and social disadvantage before they intensify throughout the school years. The research will be conducted collaboratively with the full participation of graduate and undergraduate student assistants and will inform graduate and undergraduate instruction and training.