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

众所周知，贫困与压力有关，并增加了向 学校。在贫困的背景下，家庭因素(例如，破坏亲子关系、婚姻不和、 虐待和拒绝父母教育)在压力下既是风险因素又是保护性因素 与贫困相关的生活条件。目前对家庭因素作用的研究大多是针对家庭因素进行的 在城市地区，缺乏与儿童疾病相关的家庭因素的知识。 农村地区的成果。此外，贫困可能会扰乱家庭进程，而家庭进程对于建立 儿童早期能力与认知和社交-情绪发展和成功相关 在学校里。为了解决先前工作的局限性，项目III的这一竞争性延续将测试一个 家庭过程的发展系统模型将儿童的社会、情感和学习能力联系起来 在以人口为基础的样本中，1,292名儿童和家庭主要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。测量被观察的亲子、整个家庭和 在该项目第一阶段收集的6岁、15岁、24岁儿童的婚姻侵犯和暴力报告， 和36个月并持续在第二阶段的60个月和一年级将相关 从36个月开始测量社交、情绪和学习能力的发展轨迹 一直读到二年级。通过父母痛苦和支持过程的各种假想途径将是 测试过。该计划项目的一个独特之处将是能够测试非裔美国人的模型 作为不同收入水平的欧美家庭，具有不同的家庭结构，并嵌入 不同的社区环境，以了解不同的家庭过程可能在多大程度上 在不同的文化亚群中，在不同的家庭结构和邻里环境中，运作方式不同。 我们还将研究管理良好的支持性课堂如何改变孩子的学业和社交 高危家庭儿童的能力，以及支持性家庭可以缓冲的程度 管理不善、缺乏支持的教室的影响。我们还就以下问题提出问题： 儿童的哪种早期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中，社交、认知和学习成绩不佳。通过将我们的 利用项目一(儿童特征)和项目二的衡量对家庭进程进行评估 (儿童语言和课堂环境)，我们可以解决关于儿童的独特和关键的问题 推进农村贫困地区发展。

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.