Economic Deprivation and Early Childhood Development   总被引：53，自引：0，他引：53  

Greg J. Duncan  Jeanne Brooks-Gunn  Pamela Kato Klebanov 《Child development》1994,65(2):296-318

We consider 3 questions regarding the effects of economic deprivation on child development. First, how are developmental outcomes in childhood affected by poverty and such poverty correlates as single parenthood, ethnicity, and maternal education? Second, what are the developmental consequences of the duration and timing of family economic deprivation? And, third, what is the comparative influence of economic deprivation at the family and neighborhood level? We investigate these issues with longitudinal data from the Infant Health and Development Program. We find that family income and poverty status are powerful correlates of the cognitive development and behavior of children, even after accounting for other differences—in particular family structure and maternal schooling—between low- and high-income families. While the duration of poverty matters, its timing in early childhood does not. Age-5 IQs are found to be higher in neighborhoods with greater concentrations of affluent neighbors, while the prevalence of low-income neighbors appears to increase the incidence of externalizing behavior problems.  相似文献   

Place,matters of concern,and pedagogy: Making impactful connections with our planet     

Jeanne Marie Iorio  Catherine Hamm  Will Parnell  Elizabeth Quintero 《Journal of Early Childhood Teacher Education》2017,38(2):121-135

Neoliberalism, capitalist ideas, and the disastrous human-induced state of the environment are evidence of the lack of connection between humans and the earth, calling for a rethinking of the relationships between humans and the planet. As early childhood educators, we wonder about our role in rethinking these relationships and in particular, the relationship between children and planet. In this article, we articulate the actions and positioning of teachers in three different research studies and various contexts (Victoria, AUS; Oregon, USA; California, USA) utilizing Latour’s (2004) ‘matters of concern’ as a framework to rethink engagement and relationality. Each project considers how place can be a provocation that makes visible the entanglement of children, families, teachers, and the more-than-human as a way to rethink pedagogy. The limitations, tensions, and possibilities that occur within and across these entanglements are explored, highlighting how the enacted practices could disrupt dominant early childhood discourses and practices.  相似文献   

Motivation matters: the role of teacher education research in responding to long-standing problems     

Leonie Rowan  Parlo Singh  Jeanne Allen 《Asia-Pacific Journal of Teacher Education》2017,45(3):209-212

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Evolving Legal Issues in Education: Introduction to the Special Edition     

David L. Stader  Jeanne L. Surface  Kathryn I. Matthew 《Clearing house (Menasha, Wis.)》2017,90(5-6):159-160

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The joint influence of mother and father parenting on child cognitive outcomes at age 5     

Anne Martin  Rebecca M. Ryan  Jeanne Brooks-Gunn 《Early childhood research quarterly》2007,22(4):423-439

Few studies of parenting have considered the possibility that the association between one parent's supportive parenting and a child's early cognition is moderated by the other parent's supportiveness. We test this proposition using a low-income sample of coresident couples. In addition, we cross-classify parents within couples according to their parenting behaviors to test for homogamy. Mothers and fathers were videotaped during separate free-play dyadic interactions with their 2-year-old child, and each parent's behavior was coded according to six scales. K-means cluster analysis was used to describe each parent's pattern of parenting behaviors. Parents were then cross-classified within couples by pattern. There was mixed evidence of homogamous parenting styles within couples. After parents were consolidated into four primary pairings, children in each of these pairings were compared on age 5 math and language scores. Children with two supportive parents scored highest, while those with two unsupportive parents scored lowest. Among children with one supportive parent, the sex of that parent was inconsequential. There were no significant interactions between maternal and paternal supportiveness on either math or language. Thus, it appears that in this low-income sample the combined effects of maternal and paternal supportiveness are additive.  相似文献   

Maternal employment and child cognitive outcomes in the first three years of life: the NICHD Study of Early Child Care. National Institute of Child Health and Human Development     

Brooks-Gunn J  Han WJ  Waldfogel J 《Child development》2002,73(4):1052-1072

With increased numbers of women employed in their children's first year of life and with increased attention being paid by parents and policy makers to the importance of early experiences for children, establishing the links that might exist between early maternal employment and child cognitive outcomes is more important than ever. Negative associations between maternal employment during the first year of life and children's cognitive outcomes at age 3 (and later ages) have been reported using data from the National Longitudinal Survey of Youth-Child Supplement. However, it was not known whether these findings would be replicated in another study, nor whether these results were due to features of child care (e.g., quality, type), home environment (e.g., provision of learning), and/or parenting (e.g., sensitivity). This study explored these issues using data on 900 European American children from the National Institute of Child Health and Human Development Study of Early Child Care, which provides information on child cognitive scores at 15, 24, and 36 months, as well as data about the home environment (as assessed by the Home Observation of the Measurement of the Environment Scale), parental sensitivity, and child-care quality and type over the first 3 years of life. Maternal employment by the ninth month was found to be linked to lower Bracken School Readiness scores at 36 months, with the effects more pronounced when mothers were working 30 hr or more per week and with effects more pronounced for certain subgroups (i.e., children whose mothers were not sensitive, boys, and children with married parents). Although quality of child care, home environment, and maternal sensitivity also mattered, the negative effects of working 30 hr or more per week in the first 9 months were still found, even when controlling for child-care quality, the quality of the home environment, and maternal sensitivity. Implications for policy are also discussed.  相似文献   

Negative caregiver strategies and psychopathology in urban,African-American young adults     

Koenig AL  Ialongo N  Wagner BM  Poduska J  Kellam S 《Child abuse & neglect》2002,26(12):1211-1233

OBJECTIVE: There were three aims: (1). assess the prevalence of reported exposure to negative caregiver strategies in a community-based African-American population, (2). examine the sources of variation in caregiver parenting strategies, including demographic variables and child characteristics, (3). investigate whether mental disorders in young adulthood may differ based on reported degree of exposure to negative strategies. METHOD: The participants were 1197 African-Americans involved in a 1999-2001 young adult follow-up (age M=19.6, SD=.6) of an evaluation of school-based interventions in the Baltimore, MD metropolitan area. Measures included teacher-report of child aggression in first grade, parent-report of demographic variables in first and sixth grade, and young adult self-report of symptomatology, suicidal behaviors, and childhood caregiver discipline strategies. RESULTS: Fifty-four percent of the sample reported some use of physical discipline by caregivers. Lower family income and younger caregiver age, as well as teacher reports of child aggression, were related to reports of caregiver's high use of negative strategies. In addition, young adults who reported a high rate of negative caregiver strategies had a significantly increased risk for psychopathology and were over twice as likely to have experienced a history of suicidal ideation than those reporting low exposure.CONCLUSIONS: The results demonstrate the importance of examining variation in this population, with the poorest and the youngest using negative parenting strategies more frequently. In addition, the present study replicated previous findings of the link between negative caregiver discipline strategies and psychopathology. This association appears robust across diverse populations. The implications for preventive interventions are discussed.  相似文献   

Characteristics of a cognitive tool that helps students learn diagnostic problem solving     

Jared A. Danielson  Eric M. Mills  Pamela J. Vermeer  Vanessa A. Preast  Karen M. Young  Mary M. Christopher  Jeanne W. George  R. Darren Wood  Holly S. Bender 《Educational technology research and development : ETR & D》2007,55(5):499-520

Three related studies replicated and extended previous work (J.A. Danielson et al. (2003), Educational Technology Research and Development, 51(3), 63–81) involving the Diagnostic Pathfinder (dP) (previously Problem List Generator [PLG]), a cognitive tool for learning diagnostic problem solving. In studies 1 and 2, groups of 126 and 113 veterinary students, respectively, used the dP to complete case-based homework; groups of 120 and 199, respectively, used an alternative method. Students in the dP groups scored significantly higher (p = .000 and .003, respectively) on final exams than those in control groups. In the third study, 552 veterinary students responding to a questionnaire indicated that the dP’s gating and data synthesis activities aided learning. The dP’s feedback and requirement of completeness appear to aid learning most.  相似文献   

Efficacy of a Reading Intervention for Middle School Students Identified with Learning Disabilities     

Wanzek J  Vaughn S  Roberts G  Fletcher JM 《Exceptional children》2011,78(1):73-87

This experimental study reports findings on the effects from a year-long reading intervention providing daily, 50-minute sessions to middle-school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education services as provided by the school. Results indicated statistically significant findings favoring the treatment group for sight word reading fluency following intervention. Small effects were found for phonemic decoding fluency and passage comprehension. No other statistically significant differences were noted between groups. The findings suggest that while gains on word reading fluency resulted from the additional reading treatment, accelerating the reading performance of students identified with learning disabilities may be unlikely to result from a one-year, daily intervention provided to students in groups of 10-15.  相似文献   

Status of the teaching profession – attracting and retaining teachers     

Jeanne Allen  Leonie Rowan  Parlo Singh 《Asia-Pacific Journal of Teacher Education》2019,47(2):99-102

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