Family Processes in the Transition to Schoool in Poor, Rural Communities

众所周知，贫穷与压力有关，并增加了在向贫穷过渡期间儿童结果不佳的风险。 学校在贫困的背景下，家庭因素（例如，亲子关系破裂婚姻不和 虐待和拒绝养育）发挥重要作用的风险和保护因素，因为压力 与贫困有关的生活条件。目前，关于家庭因素作用的研究主要集中在 在城市地区，对与儿童少年性学习障碍有关的家庭因素缺乏了解 农村地区的成果。此外，贫穷有可能破坏家庭进程，而家庭进程对于建立 与认知和社会情感发展和成功相关的幼儿能力 在学校为了解决先前工作的局限性，项目三的这一竞争性延续将测试一个 家庭过程的发展系统模型与儿童的社会、情感和学术能力有关 在以人口为基础的抽样调查中，有1 292名儿童和家庭主要生活在低收入和农村地区， 北卡罗来纳州和宾夕法尼亚州的社区。观察的父母-子女、整个家庭和 在项目第一阶段收集的6岁、15岁、24岁 第二阶段为60个月和一年级， 社会，情感和学术能力的发展轨迹，从36个月开始测量 到二年级。通过父母的痛苦和支持过程的各种假设的途径将是 测试.该计划项目的一个独特之处将是能够测试模型的非洲裔美国人以及 欧美家庭收入水平不同，家庭结构各异， 不同的邻里背景，以了解不同的家庭过程可能在多大程度上 在不同的文化群体中，在不同的家庭结构和邻里环境中，运作方式也不同。 我们还将研究管理良好的支持性教室如何改变儿童的学业和社交能力。 高风险家庭儿童的能力，以及“支持家庭可以缓冲的程度 管理不善、缺乏支持的教室的影响。我们还提出问题， 儿童早期的气质和自我调节品质可能会使一些儿童面临更大的风险， 在管理不善的家庭和教室里，社会、认知和学业成绩差。通过结合我们 通过项目I（儿童特征）和项目II的测量评估家庭过程 （儿童语言和课堂环境），我们可以解决关于儿童语言的独特和关键问题。 农村贫困地区的发展。

Poverty is known to be associated with stress and increased risk for poor child outcomes in the transition to school. In the context of poverty, family factors (e.g., disrupted parent-child relationships, marital discord, abusive and rejecting parenting) play important roles as both risk and protective factors given the stressful life conditions associated with poverty. At present most research on the role of family factors has conducted in urban areas and there is a paucity of knowledge regarding the family factors associated with chjld outcomes in rural areas. Further, poverty is likely to disrupt family processes that are critical for establishing early childhood competencies associated both with cognitive and social-emotional development and success in school. To address the limitations of prior work, this competing continuation of Project III will test a developmental systems model of family process links to child social, emotional, and academic competencies in a population-based sample of 1,292 children and families in predominantly low-income and rural communities in North Carolina and Pennsylvania. Measures of observed parent-child, whole family, and reported marital aggression and violence collected in the first phase of the project at child ages 6, 15, 24, and 36 months and continued in the second phase at 60 months and first grade will be related to developmental trajectories of social, emotional, and academic competence measured from 36 months through 2nd grade. Various hypothesized pathways through parental distress and support processes will be tested. A unique feature of the program project will be the ability to test models for African-American as well as Euro-American families at various levels of income, with varying family structures, and embedded in different neighborhood contexts in order to understand the extent to which different family processes may operate differently among cultural subgroups, and in different family structures and neighborhood contexts. We will also examine how well-managed supportive classrooms can alter children's academic and social competence for children from high risk families, as well as'the extent to which supportive families may buffer the influence of poorly managed, unsupportive classrooms. We also pose questions regarding the extent to which early temperament and self-regulation qualities in the child may put some children at greater risk for poor social, cognitive and academic outcomes in poorly managed homes and classrooms. By combining our assessments of family processes with measurements from Project I (child characteristics) and Project II (child language and classroom contexts), we can address unique and critical questions about children's development in rural poor areas.