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

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Title: Early childhood predictors of early school‐age academic skills and resilience among children living in poverty.
Authors: Choe, Daniel Ewon (AUTHOR), Barreda, Santiago (AUTHOR), Galán, Chardée A. (AUTHOR), Gardner, Frances (AUTHOR), Wilson, Melvin N. (AUTHOR), Dishion, Thomas J. (AUTHOR), Shaw, Daniel S. (AUTHOR)
Source: Social Development. Feb2024, Vol. 33 Issue 1, p1-19. 19p.
Subjects: Poor children, Poor families, Income inequality, Social cohesion, Mother-child relationship, Regression analysis, Poverty
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. [ABSTRACT FROM AUTHOR]
Copyright of Social Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Early childhood predictors of early school‐age academic skills and resilience among children living in poverty.
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  Data: <searchLink fieldCode="AR" term="%22Choe%2C+Daniel+Ewon%22">Choe, Daniel Ewon</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Barreda%2C+Santiago%22">Barreda, Santiago</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Galán%2C+Chardée+A%2E%22">Galán, Chardée A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gardner%2C+Frances%22">Gardner, Frances</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wilson%2C+Melvin+N%2E%22">Wilson, Melvin N.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dishion%2C+Thomas+J%2E%22">Dishion, Thomas J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shaw%2C+Daniel+S%2E%22">Shaw, Daniel S.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Social+Development%22">Social Development</searchLink>. Feb2024, Vol. 33 Issue 1, p1-19. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Poor+children%22">Poor children</searchLink><br /><searchLink fieldCode="DE" term="%22Poor+families%22">Poor families</searchLink><br /><searchLink fieldCode="DE" term="%22Income+inequality%22">Income inequality</searchLink><br /><searchLink fieldCode="DE" term="%22Social+cohesion%22">Social cohesion</searchLink><br /><searchLink fieldCode="DE" term="%22Mother-child+relationship%22">Mother-child relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1111/sode.12715
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      – Code: eng
        Text: English
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        PageCount: 19
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        Type: general
      – SubjectFull: Poor families
        Type: general
      – SubjectFull: Income inequality
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      – SubjectFull: Social cohesion
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      – SubjectFull: Mother-child relationship
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      – SubjectFull: Regression analysis
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      – SubjectFull: Poverty
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      – TitleFull: Early childhood predictors of early school‐age academic skills and resilience among children living in poverty.
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              Text: Feb2024
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              Y: 2024
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