Chaotic experiences and low-income children's social-emotional development

Resource Type: Reports & Papers
Author(s): Bobbitt, Kaeley C.; Gershoff, Elizabeth;
Date Issued: November, 2016
Description: Development in early childhood is increasingly likely to take place in multiple contexts. Continuity and discontinuity in children's experiences across multiple contexts have important implications for their development. This study examines the extent to which children experience chaos in their homes and in their preschool settings is linked with their social-emotional development over the course of the preschool year. Data from a large, representative sample of low-income preschool children attending Head Start was used to test a series of multi-level models. Children whose experiences of their homes were highly chaotic, regardless of the how chaotic their experiences of their classroom were, decreased in their social-emotional skills over the preschool year. Chaotic experiences in the home environment thus appear to have more influence on children's development than do chaotic preschool experiences. (author abstract)
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Funder(s): National Institute of Child Health and Human Development (U.S.)
Journal Title: Children and Youth Services Review
Volume Number: 70
Issue Number:
Page Range: 19-29
Topics: Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start
Country: United States
ISSN: 0190-7409 Paper
1873-7765 Online
Peer Reviewed: yes
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