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Associations among family environment, sustained attention, and school readiness for low-income children
Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne;

A study of sustained attention as a mediator of the relationship between family environment and school readiness, based on data from 1,046 low income children, with family environment data collected at 3-years-old and both attention and school readiness data collected at 5-years of age

Reports & Papers

November, 2010

Child and informant influences on behavioral ratings of preschool children
Phillips, Beth M.; Lonigan, Christopher J.

An investigation of relationships among teacher, parent, and observer behavioral ratings of 3- and 4-year-old children within and across children from middle-and low-income backgrounds from 166 preschool children across 2 years of data collection

Reports & Papers

April 2010

Accessing and affording child care and low-income mothers' employment over time: An ecological approach
Shjegstad, Brinn

A study of the influence of child problem behaviors and maternal risk factors on low-income mothers’ ability to access and afford child care, an examination of family income as a mediator of the relationships between child problem behaviors, maternal risk factors and low-income mothers’ ability to access and afford child care, and an examination of the relationships between low-income mothers’ ability to access and afford child care and family income, child problem behaviors, maternal risk factors, and ability to obtain and maintain employment

Reports & Papers

2009

Center-based Early Head Start and children exposed to family conflict
Whiteside-Mansell, Leanne; Bradley, Robert H.; McKelvey, Lorraine; Lopez, Maya

A randomized trial of 305 families that received Early Head Start program services and 305 families that did not to test the effects of high-quality center care on the aggression and emotion regulation among children exposed to family conflict in childhood

Reports & Papers

November, 2009

Cognitive skill performance among young children living in poverty: Risk, change, and the promotive effects of Early Head Start
Ayoub, Catherine; Rappolt-Schlichtmann, Gabrielle; Vallotton, Claire; Raikes, Helen; Chazan-Cohen, Rachel; O'Connor, Erin

An examination of the association between risk factors and the cognitive performance in children 1 to 3 years of age living in poverty and an investigation of the effects of Early Head Start on children's cognitive skill performance, based on data from the Early Head Start (EHS) Research and Evaluation Project, a prospective study of 3,001 children and families living in poverty

Reports & Papers

Q3 2009

Predictors of paternal involvement for resident and nonresident low-income fathers
Coley, Rebekah Levine; Hernandez, Daphne;

An evaluation of a conceptual model assessing how child, father, and mother characteristics predict paternal involvement in low-income families

Reports & Papers

2006

Children's negative emotionality moderates influence of parenting styles on preschool classroom adjustment
Paschall, Katherine W.; Gonzalez, Henry; Mortensen, Jennifer A.; Barnett, Melissa A.; Mastergeorge, Ann M.

This investigation utilized a subsample from the Early Head Start Research and Evaluation Project (N=1101) to examine how profiles of maternal behaviors at 36-months were associated with children's classroom aggression and teacher-child relationship quality in pre-kindergarten. Based upon observed behaviors, we identified three distinct profiles of parenting categorized as sensitive, harsh, and detached. Results revealed significant main effects of the detached parenting profile on both dimensions of children's classroom functioning in pre-kindergarten. These main effects were not moderated by child sex. The main effects were moderated by child negative emotionality, suggesting a promotive effect of sensitive parenting for children with low negative emotionality. Children exposed to detached parenting had the poorest teacher-child relationships, regardless of emotionality. These findings demonstrate through use of a person-centered approach how parenting behaviors relate to contextual risks and characteristics, and to children's later relationships with teachers and classmates in prekindergarten. (author abstract)

Reports & Papers

July/August 2015

It takes two: Sensitive caregiving across contexts and children's social, emotional, and academic outcomes
Vesely, Colleen K.; Brown, Elizabeth Levine; Mahatmya, Duhita;

Research Findings: Using longitudinal survey data from the Welfare, Children, and Families Study: A Three-City Study (n=135), this study examines how congruence in maternal and child care provider sensitivities contributes to young children's social, emotional, and academic outcomes among low-income minority families. Congruence groups were created based on levels of high and low maternal and child care provider sensitivity. Children with high maternal sensitivity and low child care provider sensitivity had lower scores on measures of social competence and applied problems compared to children with high maternal and child care provider sensitivity. Children with low maternal sensitivity but high child care provider sensitivity displayed higher emotional competence than children with low maternal and child care sensitivity, implying an important protective benefit of child care. Practice or Policy: Current state and federal policy climates, including recently awarded Early Learning Challenge grants focused on social and personal development and the Academic, Social, and Emotional Learning Act, reflect an important emphasis on social and emotional learning. Given this, the findings from this study implicate the role of families and child care providers as important components in any policy or program focused on shaping children's early social and emotional outcomes. (author abstract)

Reports & Papers

October, 2013