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1.
The economic status of families and their children's learning outcomes are closely related. For example, children living in poverty tend to score worse on measures of reading and math performance than their more affluent peers, and this achievement gap is present by kindergarten. In this study, we identified protective factors associated with school readiness among an Arizona sample of children living at or below the federal poverty line (N = 230). Using multiple linear regression, we examined the association between assessments of school readiness, health status, childcare hours, home language, parent engagement, and parent education. We found that increased weekly childcare hours and better health were associated with higher proficiency in math, literacy, and approaches to learning, and may serve as resilience factors for children in poverty that may contribute to closing the achievement gap.  相似文献   

2.
Among children with significant developmental delays or with biomedical risk factors for developing delays, those who were in nonmaternal child care (n=80) did not differ from children staying at home with their mothers (n=73) on mental, motor, or adaptive functioning; behavior problems; or attachment security at 30 months of age. An ecological model then was used to predict outcomes for children who had been observed in child care. After accounting for selection effects, child characteristics at 12 months of age, and quality of home caregiving, none of the child-care variables (age of entry, hours, quality) predicted mental or motor development or attachment security among children in nonmaternal care. Older age of entry into child care predicted greater behavioral organization during testing. Higher observed quality of caregiving in child care predicted better adaptive behavior. Additionally, quality of home caregiving predicted mental development, behavioral organization, and secure attachment to mother.  相似文献   

3.
中国城市贫困对青少年发展的影响   总被引：1，自引：0，他引：1  
伴随着社会转型,我国的城市贫困现象日益引起人们的关注,城市贫困对青少年的影响是本文的关注的焦点。本文以2003年＂城市贫困课题组＂在抚顺、合肥、重庆开展的城市贫困与儿童救助的社会调查数据为基础,分析和概括了贫困家庭青少年的物质生活、医疗保健、教育等方面的基本状况,探讨城市贫困对青少年的影响及城市贫困与青少年发展之间的关系,并尝试针对构建城市贫困青少年的社会支持系统提出相应措施和建议。  相似文献   

4.
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.  相似文献   

5.
The purpose of this research is to explore the dynamics of cortisol regulation in the context of center-based child care by examining the impact of social context (large classroom vs. small group) and relationship quality with caregivers (conflict with mothers and teachers). We extend the research on children's physiologic stress system functioning in center-based child care by focusing on morning cortisol levels among young children living in poverty. While in high-quality center-based child care, children's cortisol levels decreased over the course of the morning—a result that contrasts with findings in previous research with middle-class children, for whom cortisol typically increased over the course of the day while attending center-based child care. Cortisol levels were further reduced when children were moved from a large classroom environment to a small group context. Relationship conflict with mothers and teachers moderated these effects. Children who had high conflict with their mother exhibited cortisol levels that remained higher (decreased less) over the course of the morning, and children who had high conflict with their teacher exhibited cortisol levels that remained higher (decreased less) in response to the small group context. These results indicate that high-quality child care has the potential to support reduced stress among children living in poverty, at least as indicated by adrenocortical activity.  相似文献   

6.
Data from the NICHD Study of Early Child Care were used to assess whether regulable features of child-care homes affect children’s development. Child-care homes selected were those in which there were at least two children and the care provider received payment for child care (ns=164 when the study children were 15 months old, 172 at 24 months, and 146 at 36 months). Caregivers who were better educated and had received more recent and higher levels of training provided richer learning environments and warmer and more sensitive caregiving. Caregivers who had more child-centered beliefs about how to handle children also provided higher quality caregiving and more stimulating homes. In addition, when settings were in compliance with recommended age-weighted group size cut-offs, caregivers provided more positive caregiving. Quality of care was not related to caregivers’ age, experience, professionalism, or mental health, or to the number of children enrolled in the child-care home or whether the caregivers’ children were present. Children with more educated and trained caregivers performed better on tests of cognitive and language development. Children who received higher quality care, in homes that were more stimulating, with caregivers who were more attentive, responsive, and emotionally supportive, did better on tests of language and cognitive development and also were rated as being more cooperative. These findings make a case for regulating caregivers’ education and training and for requiring that child-care homes not exceed the recommended age-weighted group size.  相似文献   

7.
ObjectiveThe purpose of this study was to estimate the prevalence of adverse childhood experiences (ACEs) among children in the United States and to examine the relationship between child and family characteristics and the likelihood of reported exposure to ACEs.MethodsData were drawn from the nationally representative 2016 National Survey of Children’s Health (NSCH). Parent-reported child ACE exposure was measured using counts of those reporting zero ACEs, one to three ACEs, and four or more ACEs.ResultsThe study sample included 45,287 children. The most prevalent types of ACE exposure experienced by children were economic hardship (22.5%) and parent or guardian divorce or separation (21.9%). Older children (34.7%), Non-Hispanic African American children (34.7%), children with special health care needs (SHCN; 36.3%), children living in poverty (37.2%), and children living in rural areas (30.5%) were more likely to be exposed to parental divorce or separation than their counterparts. Five cross-cutting factors emerged as important across outcomes: child’s age, family structure, poverty, type of health insurance, and SHCN status.ConclusionsWe found high prevalence rates of economic hardship on a national level. Our findings of higher prevalence among rural children further suggest the importance of the intersection of place and ACEs. Therefore, the geographic component of ACEs must be considered by policymakers. The identification of predictive factors related to high ACE exposure can inform early interventions at the national level.  相似文献   

8.
This study of physical abuse to children under the age of 2 addresses the prognosis of the family, compliance with treatment recommendations and the long term outcome of the child. Data were collected from a multidisciplinary evaluation team and from the Department of Human Services' records on 71 children. Nearly all families were referred for mental health counseling and parent training, but only 33% complied. Half of the children were abused more than once; 30% were abused after referral for counseling. The incidence of reabuse was unrelated to compliance with counseling. The majority of children had some out-of-home placement with a mean time in foster care of 11 months and in care of relatives for 24.4 months. In 69% of families, more than one child was abused. At the time of follow-up, 41% of children and 47% of siblings were not living with either parent. Half of the families were judged to be functioning poorly and only nine had made good progress in counseling.  相似文献   

9.
In this study of the multiple determinants of professional caregiving, 237 caregivers (age range: 18–56 years) from 64 Dutch child care centers were extensively observed during their interactions with the children (0–4 years) in their usual care group. The choice of potential determinants of the caregiving quality was guided by Belsky's [Belsky, J. (1984). The determinants of parenting: A process model. Child Development, 55, 83–96] model of the determinants of parenting. Consistent with Belsky's model, quality of caregiving was found to be multiply determined by characteristics of the caregiver, the children and the caregiving context. More specifically, lower-quality care was provided by younger caregivers, to younger children, and by caregivers reporting higher physical occupational workloads. The differences between the participating child care centers proved to explain more variance in the quality of professional caregiving than the differences between the individual caregivers.  相似文献   

10.
The present study examined whether stress in professional caregivers – as reflected in salivary cortisol levels – is related to the quality of their caregiving behavior. The 221 professional female caregivers in 64 child care centers were observed in three different situations and saliva samples were taken three times during the morning. Results showed that higher levels of cortisol, particularly at the beginning of the workday, predicted lower-quality caregiver behavior beyond the contribution of three other predictors, namely a higher self-reported physical workload, more children under age two in the care group, and lower caregiver age. Contrary to the expectation, higher cortisol levels did not mediate the relation between higher self-reported physical workload and more children under age two on the one hand and lower-quality caregiving behavior on the other.  相似文献   

11.
Twenty-one dual-earner families whose preschool-aged children entered day care before 6 months of age and 19 dual-earner families whose preschool-aged children entered day care during the second year of life filled out questionnaires on the nature of their children's caregiving environment; their perceptions of the effects of day care on parent-child interaction and children's development; their overall job satisfaction; social support networks; and personal well-being, marital stress, and companionship. Mothers and fathers reported high levels of satisfaction with the caregiving environment and the effects of day care. Parental perceptions of the effects of day care on parent-child interaction and children's development did not differ as a function of time of entry into day care. Parental perceptions of selected parent-child variables were associated with job satisfaction, social support, and the marital measures. Parental perceptions of parent-child interaction were related to their perceptions of the effects of day care on children's social and cognitive skills. Mothers and fathers differed in these perceptions. There was some support for a conceptual link between marital variables and children's functioning in day care.  相似文献   

12.
The relations of regulation and emotionality to elementary school children's social functioning were examined. Teachers and peer reproted on children's social functioning; I parent and teacher rated children on various measures of regulation, resiliency, and emotionality; and a behavioural index of regulation was obtained. The effects of individual differences in attentional regulation on social status and socially appropriate behavior were mediated by resiliency, and dispositional negative emotionality moderated the positive relation between attentional control and resiliency (with this path being stronger for children high in negative emotinality). The effects of behavioural regulation were not mediated by resiliency; however, the relation of behavioral regulation to socilaly appropriate behaviour (but not social status) was moderated by negative emotionality, with effects being significant and higher for children high in negative emotionality.  相似文献   

13.
This study introduces a peri‐urban context of poverty to the study of child development in Africa in contrast to the more typical assessments in middle‐class and rural contexts. Spot observations were used to assess universal caregiving behaviors toward seventy‐six 3‐month‐old infants. Results show that middle‐class infants experienced distal parenting behaviors instantiated by mothers, whereas rural children experienced proximal parenting practices in interactions with others. Infants growing up in poverty had mothers and other caretakers involved at mostly low levels. They experienced low levels of body contact, body stimulation, and object stimulation, and high levels of face‐to‐face positions. The study indicates that caregiving in the context of poverty does not necessarily follow familiar pathways and needs to be contextualized accordingly.  相似文献   

14.
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15.
This study examined disruptions in caregiving, as well as the association of these disruptions, with cognitive, behavioral, and social outcomes at age 12 in a sample of 136 Romanian children who were abandoned to institutions as infants and who experienced a range of subsequent types of care. Children were found to experience significantly more caregiving disruptions (CGD) earlier in life than later in childhood. More frequent CGD predicted increases in externalizing and internalizing behavior problems at age 12. Results are discussed in terms of the association between CGD and the long-term development of children who have experienced institutional rearing.  相似文献   

16.
The interactions between premature birth and the caregiving environment on infants' cognitive and social functioning were examined. Participants were 150 infants (83 preterm, 67 full‐term) and their parents. When infants were 6 months old, parents reported on their levels of emotional distress, and triadic family interactions were filmed and coded. At 12 months of age, the infants' cognitive and social functioning was assessed. Prematurity moderated the effects of maternal (but not paternal) emotional distress and triadic interactions on infants' cognitive and social outcomes. Whereas for cognitive functioning the interactions were consistent with a diathesis–stress approach, for social functioning the interactions were consistent with a differential susceptibility approach. The differential effects of the caregiving environment between groups and outcomes are discussed.  相似文献   

17.
Prematurity and low birth weight (LBW) are two major biological factors that put infants and young children at high risk for developmental delays or disabilities. While survival rates for premature and LBW children have improved, incidence figures have changed little over the past 20 years; in fact, the incidence of LBW has increased. Although the vast majority of LBW children have normal outcomes, as a group, they have higher risk for subnormal growth, illnesses, and neurodevelopmental problems. The purpose of this article is to examine the factors that influence the effectiveness of early intervention for premature, LBW children and to describe a strategy for linking assessment and early intervention. Linking assessment and intervention involves comprehensive assessment; a team approach to both assessment and intervention; empowering and enabling families; and the development of functional goals and objectives.  相似文献   

18.
The distribution of attachment styles has been shown to differ between groups of children living with their parents and children placed in alternative care (AC), defined as residential or foster. However, this is the first study in Latin America to explore possible factors affecting the quality of attachment in children living in both residential and foster care. Two groups of children (N = 57) were compared: one group living in Residential Homes (RC) and the other in Foster Care (FC) in Chile. Children’s, caregivers’ and structural factors (e.g., child: caregiver ratios) and their links with attachment styles were investigated. The micro caregiving environment (i.e., the specific individual child caregiver relationship), especially the caregivers’ engagement, sensitivity, disciplinary control and affection, as well as some structural factors (i.e., child: caregiver ratios), were linked to attachment security in children. Specifically, better emotional caregiving and lower child-caregiver ratios were associated with higher rates of secure attachment. The association between quality of care (as measured by the HOME inventory) and attachment styles seems to be influenced by caregiver relationships (as measured by CCSERSS). Caregiver relationship factors (i.e., affection, engagement and sensitivity) directly impact the quality of the attachment children establish with them while living in AC. However, the relationships that caregivers establish with children under their care can be facilitated by good quality structural factors, particularly child-caregiver ratios.  相似文献   

19.
The outcome of an early intervention program for low-birthweight (LBW) infants was examined in this study. The intervention consisted of 11 sessions, beginning during the final week of hospitalization and extending into the home over a 3-month period. The program aimed to facilitate maternal adjustment to the care of a LBW infant, and, indirectly, to enhance the child's development. Neonates weighing less than 2,200 grams and under 37 weeks gestational age were randomly assigned to experimental or control conditions. A full-term, normal birthweight (NBW) group served as a second control. 6-month analyses of dyads who completed all assessments over a 4-year period (N's = 25 LBW experimental, 29 LBW control, and 28 NBW infant-mother dyads) showed that the experimental group mothers reported significantly greater self-confidence and satisfaction with mothering, as well as more favorable perception of infant temperament than LBW control group mothers. A progressive divergence between the LBW experimental and LBW control children on cognitive scores culminated in significant group differences on the McCarthy GCI at ages 36 and 48 months, when the LBW experimental group caught up to the NBW group. Possible explanations for the observed delay in the emergence of intervention effects on cognitive development and the mediating role of favorable mother-infant transactional patterns are discussed in light of recent evidence from the literature.  相似文献   

20.
One hundred and twelve children, 56 toddlers and 56 preschoolers, were observed in their family child care settings to determine whether toddlers cared for in settings that also included preschoolers were, relative to the preschoolers, receiving more or less high-quality care and/or whether their functioning at child care appeared to be more or less dependent on aspects of the care providers’ interactions with the children. Quality of care was analyzed along two dimensions: sensitive/supportive care and structured care. Four indices of child functioning at child care were examined: integration in social activities, attention, positive mood, and angry/aggressive behavior. Results indicate that toddlers received less sensitive, supportive care than preschoolers in these mixed-age settings and toddlers were less socially integrated and less engaged in activities in the child care setting. Preschoolers displayed increased levels of angry/aggressive behavior relative to toddlers. In addition, associations of care provider behaviors and child functioning were larger for toddlers than preschoolers, suggesting that toddlers were more dependent on caregiver support for more successful functioning in these family child care settings. For both toddlers and preschoolers, care provider behavior and child functioning was generally poorer in settings with more children.  相似文献   

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