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Peer Reviewed JournalCurrent Filters: New in two years [remove]; Classification:Socioeconomic Status [remove];
180 results found.|
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Can intensive early childhood intervention programs eliminate income-based cognitive and achievement gaps? An estimation of the relationship of participation in a comprehensive early childhood development intervention to income-based differences in child cognitive development and school readiness, based on secondary analyses of data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort, and from the impact evaluation of the Infant Health and Development Program, a comprehensive intervention for low-birth-weight premature infants |
Reports & Papers
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Can intensive early childhood intervention programs eliminate income-based cognitive and achievement gaps? An estimation of the relationship of participation in a comprehensive early childhood development intervention to income-based differences in child cognitive development and school readiness, based on secondary analyses of data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort, and from the impact evaluation of the Infant Health and Development Program, a comprehensive intervention for low-birth-weight premature infants |
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Class reproduction by four year olds A qualitative study of social class reproduction through an analysis of the linguistic styles of preschoolers, based on observations of 16 3-year-olds in a one-room preschool classroom in the Midwest from September 2008 through April 2009, as well as surveys of their parents |
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Closing the digital divide: Update from the Early Childhood Longitudinal Study A longitudinal examination of the effects of socio-economic status on children's use of and access to computers in home and at school using data from the Early Childhood Longitudinal Study |
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Contextual and non-contextual knowledge in emergent literacy development: A comparison between children from low SES and middle SES communities A study comparing the contextual and non-contextual literacy skills of children from low SES and middle SES communities |
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Correlates of curiosity and exploratory behavior in preschool disadvantaged children A study of a pilot project with the objectives of developing measures of curiosity and exploratory behavior appropriate for disadvantaged preschool children, as well as the relationship between curiosity and other aspects of functioning; a sample population of 18 four year-old African-American children in Head Start programs were assessed |
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Cracks in the seams: Durability of child care in JOBS welfare-to-work programs An analysis of the integration of targeted child care subsidies and services and transitions for low-income participants in the Job Opportunities and Basic Skills (JOBS) welfare-to-work program |
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Creating a culture of vocabulary acquisition for children living in poverty An argument in support of the importance of sustained vocabulary development among children of low socioeconomic status |
Other
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Cultural relay in early childhood education: Methods of teaching school behavior to low-income children There is a distinct class difference in the way that children are taught school behavior. Teachers in affluent schools use more implicit teaching techniques while teachers of low-income children are more explicit in their teaching of behavior. This stems largely from the alignment of the home culture of middle class children to school behavior and the difference between the home culture of low-income children to school codes. However, middle class children learn behavior at home implicitly. This study examines the possibility of low-income children learning school behavior implicitly while at school. The researcher observed two Chicago Head Start centers-one using implicit instruction and one teaching behavior explicitly-over a period of 5 months. Observational data showed that the children that learned school behavior through implicit teaching techniques better internalized school behavior and, by extension, middle class codes. (author abstract) |
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Day-care participation as a protective factor in the cognitive development of low-income children A study of the impact of child care participation during the first 3 years of life on the cognitive functioning of low-income, school-age children |
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Demographic change and the life circumstances of immigrant families A discussion of the growing necessity of programs and policies that address the heath and educational needs of a rapidly increasing population of children in immigrant families in the United States |
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Demonstration programs: Model programs that document positive outcomes for children from low-income neighborhoods A summary of the social, cognitive and academic impacts of comprehensive early education programs for preschool-aged children from socioeconomically disadvantaged families |
Other
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Determinants of behavior in homeless and low-income housed preschool children A study of the effects of family and environmental factors on the behavior of preschool age homeless and low income children |
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Developmental services in primary care for low-income children: Clinicians' perceptions of the Healthy Steps for Young Children program A longitudinal investigation of the correlation between participation in the Healthy Steps for Young Children (HS) program and the practices and perceptions of clinicians serving low income populations as compared to those serving higher income populations, based on clinician surveys from 20 HS practice sites in 13 states collected between 1996 and 2001 |
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The development of perceived scholastic competence and global self-worth in African American adolescents from low-income families: The roles of family factors, early educational interaction, and academic experience An analysis of the relationship between early childhood factors and the development of early and mid-adolescent self-esteem among African American youths from low-income families |
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Different care for different kids: Social class and child care policy A historical analysis of child care programs during the early 1900s and the 1960s, comparing the programs intended for middle class children to the programs for low income children, and including implications for policymakers |
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Do no harm: Under-funding child care hurts kids A discussion of barriers to quality child care access for low-income families in Connecticut |
Fact Sheets & Briefs
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The early catastrophe: The 30 million word gap by age 3 A summary of the results from a longitudinal study observing young children in their homes from 7-9 months to 3 years to determine which factors in early experience might account for the development of vocabulary skills. |
Fact Sheets & Briefs
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Early Childhood Education and Assistance Program: An investment in children and families: Year 8 longitudinal study report Findings from Year 8 of the Early Childhood Education and Assistance Program (ECEAP) longitudinal study, based on a sample of 984 children who participated in ECEAP and whose families receive public assistance |
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Early childhood interventions: Proven results, future promise A review of research that addresses the potential for interventions of various forms in early childhood to improve outcomes for participating children and their families, which includes consequences for not increasing investment in such programs, the range of early intervention programs, the benefits of such programs, and the societal returns produced by these programs |
Literature Review
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Early childhood interventions: Proven results, future promise [Executive summary] A review of research that addresses the potential for interventions of various forms in early childhood to improve outcomes for participating children and their families, which includes consequences for not increasing investment in such programs, the range of early intervention programs, the benefits of such programs, and the societal returns produced by these programs |
Executive Summary
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The early education of socioeconomically disadvantaged children A literature review on the education of children with low socioeconomic status (SES) from birth until elementary school |
Literature Review
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Early family experience, social problem solving patterns, and children's social competence A study of the relationship between early social and familial experience, social problem solving skills, and social competence in the classroom among 46 economically disadvantaged children in a preschool setting |
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Early language and literacy skills in low-income African American and Hispanic children A discussion of the influences of multiple risk and protective factors in low income African American and Hispanic children in delaying early literacy skills |
Other
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Early stages of the Neighbourhood Nurseries Initiative: Opening the nurseries A study on an early stage of a project designed to reduce child poverty by providing child care so that the parents could return to the workforce in England |
Reports & Papers
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