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1.
The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to Learn 总被引：1，自引：0，他引：1
Notwithstanding the constant debate in the scientific and policy literature on the precise meaning of school readiness, research consistently demonstrates a wide variation between groups of children resulting in a gap at school entry. Recently, the teacher-completed Early Development Instrument (EDI), a new measure of children's school readiness in 5 developmental areas, was developed, tested, and implemented in Canada. EDI results confirmed the existence of a school entry gap. In this article, we explore factors in 5 areas of risk: socioeconomic status, family structure, child health, parent health, and parent involvement in literacy development. In a series of logistic regressions, we demonstrate that variables in all 5 areas, as well as age and gender, contribute to the gap. Child's suboptimal health, male gender, and coming from a family with low income contribute most strongly to the vulnerability at school entry. As the purpose of a tool like the EDI is primarily to assist in population-level reporting on children's school readiness, the results of our study provide additional and much-needed evidence on the instrument's sensitivity at the individual level, thus paving the way for its use in interpreting children's school readiness in the context of their lives and the communities in which they live. 相似文献
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本研究对广西农村壮族儿童的入学准备状况进行了一年的跟踪调查,即在5岁和6岁时分别对儿童的入学准备状况进行了考察.第一次500名(年龄M=65个月,SD=3.63),第二次409名(年龄M=77个月,SD=3.63)儿童参加了研究.研究工具在美国研究院设计的儿童入学准备测验的基础上改编而成.结果表明,尽管壮族农村儿童的入学准备得分在入小学前的一年中有了明显的进步,但壮族农村儿童的入学准备明显不足,尤其在早期读写、数学技能以及颜色认知方面与城乡汉族儿童的差距很大.壮族农村6岁儿童在入学准备得分上不存在性别差异,但是来自不同乡镇的儿童得分有显著差异. 相似文献
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Previous work has shown that mothers' employment is associated with increases in children's body mass index (BMI), a measure of weight for height. Nonstandard work (working evenings or nights, weekends, or an irregular shift) may also be associated with children's BMI. This article examines the association between maternal work and children's BMI and considers the influence of mothers' nonstandard work schedules. Using data from school-age children (approximately 8 to 12 years) in the NICHD's Study of Early Child Care and Youth Development (N = 990), this study found that an increase in the total time a mother is employed is associated with an increase in her child's BMI; additionally, the association between maternal employment and children's weight is much stronger at 6th grade relative to younger ages. There was no evidence that maternal or home characteristics or children's time use mediated these associations, nor was there any evidence that nonstandard work was associated with children's BMI. Implications for policy and future research are discussed. 相似文献
4.
Martha J. Zaslow Erin Oldham Kristin A. Moore Ellen Magenheim 《Early childhood research quarterly》1998,13(4):535-563
With recent legislation placing a strong emphasis on the transition of welfare mothers into the workforce, it becomes increasingly important to understand whether and how participation in early childhood care and education programs has implications for the development of children from welfare families. This study focused on a sample of 182 African-American families, all of whom had applied for or were receiving Aid to Families With Dependent Children, and each with a child of between 3 and 5 years of age. We first examined which of a wide range of background characteristics predicted participation in early childhood care and education programs. We then examined whether measures of the children's school readiness and social maturity were predicted by current participation in an early childhood program, above and beyond the background characteristics associated with the use of such a program. Our results indicate that participation in an early childhood program is associated with significantly higher scores on the measure of school readiness. 相似文献
5.
Dominic F. Gullo 《Early education and development》1991,2(1):32-39
While there has been a number of studies examining the effects of preschool as intervention for children of economic poverty and special needs children, there has not been research examining the effects of preschool education for the general population of children. The purpose of this study was to determine the effects of years of preschool, gender, and at-risk status on children's readiness for first grade. 4539 children participated in the study. 104 children started public school at three-years-old (K3), 1234started school at age four (K4) and 3201 started at age five. At-risk status was determined using the Cooperative Preschool Inventory (Caldwell, 1974) and first grade readiness was determined using the Metropolitan Readiness Test (MRT; Nurss & McGauvran, 1974). Results of the analyses indicated that children who entered the public school preschool program at K3 or K4 scored significantly higher on the MRT than children who entered at K5. Additionally, the findings indicated that if children started at K3, by the end of kindergarten there was no difference between the at-risk and not-at-risk children's scores on the MRT. This was not true for the K4 or K5 groups. The discussion focuses on two issues. First, the relationship between the benefits of preschool and continuity of programs, and second, that “regular” preschool education may serve as intervention for those children who require it, if attended long enough. 相似文献
6.
Testing equivalence of mediating models of income, parenting, and school readiness for white, black, and Hispanic children in a national sample 总被引：2，自引：0，他引：2
This paper examines complex models of the associations between family income, material hardship, parenting, and school readiness among White, Black, and Hispanic 6-year-olds, using the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). It is critical to test the universality of such complex models, particularly given their implications for intervention, prevention, and public policy. Therefore this study asks: Do measures and models of low income and early school readiness indicators fit differently or similarly for White, Black, and Hispanic children? Measurement equivalence of material hardship, parent stress, parenting behaviors, child cognitive skills, and child social competence is first tested. Model equivalence is then tested by examining whether category membership in a race/ethnic group moderates associations between predictors and young children's school readiness. 相似文献
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Mothers' total weekly work hours and psychological work involvement were examined in relation to children's achievement behaviors and mothers' parenting. 105 middle-class children ( M = 6 years old) and their mothers (both employed and not employed) participated in this study. Data were collected from lab observations, teacher ratings, and parent surveys. Findings of interest include. (1) for the full sample, higher weekly work hours were associated with poorer teacher ratings of children's grades, school work habits, and aspects of personality conducive to achievement: (2) within the employed sample, as mothers' weekly hours of work increased, daughters' grades were higher but sons' grades, work habits, and ego control were poorer, and (3) mothers' psychological motivation to work related to mothers' support of children's achievement and girls' stronger achievement motivation. The study findings point to the utility of including multiple measures of work involvement and children's achievement-related behaviors. 相似文献
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The position advocated within this article is that the construct of “school readiness” has a social component, and that attempts to evaluate children's interpersonal readiness for kindergarten should be judged in relation to their likely success at mastering specific social school entry tasks. Social school entry tasks, which most likely stem from diverse sociocultural sources, are conceptualized here as interpersonal challenges that children confront as they enter formal schooling—challenges that are inherent within kindergarten classrooms and predictive of children's future school adjustment. A related contention is that attempts to enhance children's readiness for kindergarten should be guided by research on the prerequisites of social task mastery—that is, evidence gathered during the preschool years that forecasts children's later success at social school entry tasks. Evidence bearing on these premises is reviewed as a means of considering the validity and heuristic utility of these propositions for future research on school readiness. 相似文献
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This invited special issue of Early Education and Development presents research related to the Early Development Instrument (EDI; Janus & Offord, 2007), a community tool to assess children's school readiness at a population level. In this editorial introduction, we first sketch out recent trends in school readiness research that call for a contextual and whole-child assessment of school readiness. Then we provide an overview of the EDI, including a discussion of its purpose and development, as well as its large-scale international use as a community tool to monitor children's developmental outcomes at population levels. Finally, we introduce the special issue's articles, all of which present research findings from ongoing community research projects that employ the EDI to assess children's school readiness. These articles are grouped into the following thematic themes: (a) individual-level validity of the EDI, (b) school and neighborhood effects and population-level validity of the EDI, and (c) program implementation and evaluation using the EDI. 相似文献
13.
Susan M. Meagher David H. Arnold Greta L. Doctoroff Courtney N. Baker 《Early education and development》2008,19(1):138-160
The goal of the present study was to increase understanding of the connection between maternal beliefs and behavior during shared reading and to examine the relation of these maternal beliefs to children's reading engagement. The study included survey and observational data from an ethnically diverse sample of 50 mothers and their 5- to 6-year-old children. As predicted, mothers who believed that shared reading should involve learning showed more learning-focused behaviors. Similarly, the belief that reading should be fun predicted more positive interactions. Some relationships between beliefs and behavior were moderated by gender. For girls, higher maternal expectations for children's future reading grades were associated with better scaffolding, but this pattern was not found for boys. There was a positive relationship between mothers' belief that reading should be fun and their sons' engagement. No gender differences were found in maternal expectations and beliefs or in observed maternal learning-focused behaviors or positive support. However, girls were observed to be significantly more engaged during the reading interaction. These results point to the connections between maternal beliefs and behaviors during shared reading, as well as the need to consider child gender in understanding these connections. 相似文献
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Most prior studies of family-peer linkages during the preschool years have asked how mothers' or fathers' parenting practices contribute to early social competence. However, recent evidence from studies of family group-level processes raise the possibility that coparenting and family group process may also influence early social competence. This study traces pathways between family group-level dynamics, preschoolers' family imagery, and peer behavior at nursery school, testing the hypothesis that children's perceptions of family anger and aggression provide a link (through mediation and other indirect connections) between family process and early peer behavior. 43 four-year-olds used a set of doll family figures to tell stories about happy, sad, mad and worried families, and participated in a puppet interview in which they answered questions about family activities and family anger. Children's projection of aggression into the doll family task and discomfort during the puppet interview were each related to both parent-child and family-level dynamics. Family-level variables were also associated with observed social behavior at preschool, with effects strongest for boys. Pathways linking low levels of support and mutuality in the coparenting relationship to problematic peer relationships were indirect and mediated rather than direct, with children's family representations playing an intermediary role. By contrast, there was a direct pathway linking the family's affective climate to positive peer behavior; children from families showing warm, positive relations among all family members displayed more positive and prosocial peer behavior at school. We propose that studies of early peer competence could benefit from a broadened definition of family process and from the inclusion of information about how preschoolers conceive of relationship dynamics within the family. 相似文献
16.
Physical discipline and children's adjustment: cultural normativeness as a moderator 总被引：2，自引：0，他引：2
Lansford JE Chang L Dodge KA Malone PS Oburu P Palmérus K Bacchini D Pastorelli C Bombi AS Zelli A Tapanya S Chaudhary N Deater-Deckard K Manke B Quinn N 《Child development》2005,76(6):1234-1246
Interviews were conducted with 336 mother-child dyads (children's ages ranged from 6 to 17 years; mothers' ages ranged from 20 to 59 years) in China, India, Italy, Kenya, the Philippines, and Thailand to examine whether normativeness of physical discipline moderates the link between mothers' use of physical discipline and children's adjustment. Multilevel regression analyses revealed that physical discipline was less strongly associated with adverse child outcomes in conditions of greater perceived normativeness, but physical discipline was also associated with more adverse outcomes regardless of its perceived normativeness. Countries with the lowest use of physical discipline showed the strongest association between mothers' use and children's behavior problems, but in all countries higher use of physical discipline was associated with more aggression and anxiety. 相似文献
17.
Research Findings: Recent research and teacher reports have highlighted the importance of early behavior skills for children’s school readiness and academic success in elementary school. Significant gaps in school readiness and achievement exist between children in poverty and those more affluent. Low-income children are also more likely to exhibit behavior concerns than their more financially advantaged peers. The current study examined the importance of behavior skills at age 4 for school readiness and academic achievement in kindergarten among an ethnically diverse sample of 1,618 low-income children (63% Latino, 37% Black) in an urban setting. Children’s early behavior concerns at age 4 were significantly associated with children’s school readiness scores and end-of-year kindergarten grades above and beyond the contributions of family and child demographics and children’s early cognitive and language skills. In addition, behavior problems were more strongly related to school readiness and kindergarten performance within English-dominant Latino children as opposed to Spanish-dominant Latino children. Practice or Policy: The findings from the current study provide support for targeting behavior skills, and not just preliteracy and/or number skills, prior to school entry as a strategy to increase the likelihood of low-income diverse children’s school readiness and school success. Behavior interventions are discussed. 相似文献
18.
Fostering Parental Support for Children's Mathematical Development: An Intervention with Head Start Families 总被引：2，自引：0，他引：2
The first national education goal, school readiness, recognizes a need for young children to be better prepared for entry into elementary school. Many low-income children exhibit a pattern of underachievement in school mathematics. Research has revealed a developmental gap between low-income preschool children and their middle-class peers with respect to the extent of their numerical knowledge. Research has also found that many low-income children do not receive a broad base of support for mathematical development at home or in preschool. In each of two studies, we conducted a bi-generation (parent and child) mathematics intervention with Head Start families. The intervention was designed to enhance parental support for pre-kindergarten children's mathematical development. It was found that low-income parents were willing and able to support this area of their children's development once they were provided with the training to do so. The support that parents provided to their children through the intervention was clearly effective in enhancing the development of children's informal mathematical knowledge. Intervention children developed more extensive mathematical knowledge than a comparison group of low-income children. Thus, an important step toward achieving the school readiness goal can be taken by fostering low- income parents' support for young children's mathematical development. 相似文献
19.
This study contributed to the school readiness literature by taking an intrachild perspective that examined the relations between Latino/a children's school readiness profiles and later academic achievement. Teachers rated the school readiness of 781 Latino/a kindergartners during the first month of school using the Kindergarten Student Entrance Profile (KSEP). Latent class analysis (LCA) examined KSEP profiles across social-emotional, physical, and cognitive domains and identified five distinct school readiness classes that described students’ strengths and weaknesses at kindergarten entry. Among the predictors examined, gender was the only significant difference among the top two readiness classes, with girls less likely to be in the lower of these two classes (OR = 0.38). In addition, children in the bottom three readiness classes were significantly less likely than students in the top readiness class to have preschool experience (ORs = 0.02–0.19) and had significantly lower levels of English proficiency (ORs = 0.51–0.72). Class membership was significantly associated with scores on the Grade 2 California Standards Tests and only the top two readiness classes had reading fluency rates near or above a national benchmark at the end of Grade 2. The variation of early achievement found across readiness classes also showed that considering the pattern of a child's social-emotional and cognitive readiness might enhance school readiness assessment. Implications for integrating universal school readiness screeners within a comprehensive multigating assessment model are also discussed. 相似文献
20.
Nelson JA Leerkes EM O'Brien M Calkins SD Marcovitch S 《Parenting, science and practice》2012,12(1):22-41
OBJECTIVE: Mothers' beliefs about their children's negative emotions and their emotion socialization practices were examined. DESIGN: Sixty-five African American and 137 European American mothers of 5-year-old children reported their beliefs and typical responses to children's negative emotions, and mothers' emotion teaching practices were observed. RESULTS: African American mothers reported that the display of negative emotions was less acceptable than European American mothers, and African American mothers of boys perceived the most negative social consequences for the display of negative emotions. African American mothers reported fewer supportive responses to children's negative emotions than European Americans and more nonsupportive responses to children's anger. African American mothers of boys also reported more nonsupportive responses to submissive negative emotions than African American mothers of girls. However, no differences were found by ethnicity or child gender in observed teaching about emotions. Group differences in mothers' responses to negative emotions were explained, in part, by mothers' beliefs about emotions. CONCLUSIONS: Differences in beliefs and practices may reflect African American mothers' efforts to protect their children from discrimination. 相似文献