Early childhood predictors of early school‐age academic skills and resilience among children living in poverty

IF 1.6 4区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Daniel Ewon Choe, Santiago Barreda, Chardée A. Galán, Frances Gardner, Melvin N. Wilson, Thomas J. Dishion, Daniel S. Shaw
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引用次数: 0

Abstract

Abstract This longitudinal study of low‐income families tested neighborhood‐, family‐, and child‐centered promotive factors in early childhood, responses to an early family intervention, and their interactions as predictors of school‐entry levels of and early school‐age gains in academic skills. Using a racially‐diverse, low‐income sample ( n = 527) from a randomized controlled trial of the Family Check‐Up (FCU) intervention and Bayesian multilevel regression modeling, we tested whether neighborhood cohesion, positive mother–child engagement, and child self‐regulation in early childhood (ages 2–5 years) and their interactions with FCU group assignment predicted the intercept and slope of academic skills across child age 5, 7.5, and 8.5 years. Higher positive mother–child engagement and child self‐regulation predicted higher academic skills at school entry. An interaction between the FCU intervention and positive mother–child engagement predicted gains in academic skills compared to national norms. The findings suggest the FCU intervention leveraged positive mother–child engagement in early childhood to promote academic skills, offering a potential avenue from which to prevent income achievement gaps before school entry.
贫困儿童早期学龄学习技能和适应能力的早期儿童预测因素
本研究对低收入家庭进行了纵向研究,测试了儿童早期以社区、家庭和儿童为中心的促进因素,对早期家庭干预的反应,以及它们之间的相互作用,作为入学水平和早期学龄期学业技能提高的预测因素。使用来自家庭检查(FCU)干预的随机对照试验的种族多样化、低收入样本(n = 527)和贝叶斯多水平回归模型,我们测试了邻里凝聚力、积极的母婴参与和儿童早期(2-5岁)的自我调节及其与FCU组分配的相互作用是否预测了5岁、7.5岁和8.5岁儿童学业技能的截距和斜率。更高的积极的母子参与和儿童自我调节预示着更高的入学学习技能。与国家标准相比,FCU干预和积极的母婴参与之间的相互作用预测了学业技能的提高。研究结果表明,FCU的干预措施在儿童早期利用了积极的母婴参与来提高学业技能,为防止入学前的收入成就差距提供了一条潜在途径。
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来源期刊
Social Development
Social Development PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
3.80
自引率
0.00%
发文量
74
期刊介绍: Social Development is a major international journal dealing with all aspects of children"s social development as seen from a psychological stance. Coverage includes a wide range of topics such as social cognition, peer relationships, social interaction, attachment formation, emotional development and children"s theories of mind. The main emphasis is placed on development in childhood, but lifespan, cross-species and cross-cultural perspectives enhancing our understanding of human development are also featured.
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