The Effect of Early Childhood Residential Mobility on Kindergarten Readiness PDF Download
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Author: Youngmin Cho
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 126
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Book Description
Purpose and background: The objective of this study is to examine the relationship between early childhood residential mobility and kindergarten readiness, and whether the relationship is mediated or moderated by prekindergarten programs in an urban school district. This study addressed policy concerns on kindergarten readiness of residentially mobile children who often experience unstable housing situations as well as limited educational opportunities. It is based on two theoretical models. First, the bioecological theory posits that frequent moves may result in instability in the central context for child development. Second, the family stress model suggests that moving can serve as a source of parental stress that may negatively affect family functioning and child adjustment. Method: A non-experimental, longitudinal design was used to address the research objectives. This study used a unique integrated data system that links individual-level administrative records and provides monthly address histories as well as child and family characteristics such as demographics, birth outcomes, education, socioeconomic status, and risk factors. I conducted a series of multiple regression and causal mediation analyses to examine the relationships among residential mobility, prekindergarten attendance, and kindergarten readiness. Additional sensitivity analyses were performed to check the robustness of the findings across different cut-off points for residential mobility and prekindergarten attendance. Results: The study demonstrated that there was a significant relationship between early childhood residential mobility and children’s kindergarten readiness scores, and this relationship was significantly mediated by prekindergarten programs. There was no significant interaction effect between early childhood residential mobility and prekindergarten attendance. The sensitivity analysis largely confirmed that these findings were not highly sensitive to different cut-off points for the predictor and mediator variables. Discussion: These findings suggest that policymakers, researchers, and practitioners need to pay close attention to residentially mobile young children who are likely to have reduced learning opportunities and, therefore, fall behind in their cognitive development. Collaborative local efforts guided by the integrated data system may play an important role in preventing the detrimental effects of frequent moves on early child development.
Author: Youngmin Cho
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 126
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Book Description
Purpose and background: The objective of this study is to examine the relationship between early childhood residential mobility and kindergarten readiness, and whether the relationship is mediated or moderated by prekindergarten programs in an urban school district. This study addressed policy concerns on kindergarten readiness of residentially mobile children who often experience unstable housing situations as well as limited educational opportunities. It is based on two theoretical models. First, the bioecological theory posits that frequent moves may result in instability in the central context for child development. Second, the family stress model suggests that moving can serve as a source of parental stress that may negatively affect family functioning and child adjustment. Method: A non-experimental, longitudinal design was used to address the research objectives. This study used a unique integrated data system that links individual-level administrative records and provides monthly address histories as well as child and family characteristics such as demographics, birth outcomes, education, socioeconomic status, and risk factors. I conducted a series of multiple regression and causal mediation analyses to examine the relationships among residential mobility, prekindergarten attendance, and kindergarten readiness. Additional sensitivity analyses were performed to check the robustness of the findings across different cut-off points for residential mobility and prekindergarten attendance. Results: The study demonstrated that there was a significant relationship between early childhood residential mobility and children’s kindergarten readiness scores, and this relationship was significantly mediated by prekindergarten programs. There was no significant interaction effect between early childhood residential mobility and prekindergarten attendance. The sensitivity analysis largely confirmed that these findings were not highly sensitive to different cut-off points for the predictor and mediator variables. Discussion: These findings suggest that policymakers, researchers, and practitioners need to pay close attention to residentially mobile young children who are likely to have reduced learning opportunities and, therefore, fall behind in their cognitive development. Collaborative local efforts guided by the integrated data system may play an important role in preventing the detrimental effects of frequent moves on early child development.
Author: Jeffrey Yo
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
While residential mobility is common in the United States, residential mobility's influence in children's development is unclear. Coley and Kull's (2016) work in the residential mobility empirical literature, which uses the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, suggests that residential mobility is negatively associated with children's cognitive skills and socioemotional outcomes. Yet, they note small associations, which leaves the role residential mobility has on child's development unresolved. To investigate residential mobility's role in children development, this study replicates and extends Coley & Kull's study using the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, a more contemporary cohort, to assess the frequency and timing of residential moves on child functioning. Counter to expectations, findings show no association between the frequency and timing of residential mobility and students' fifth grade child functioning. Implications for research design and policy involving residential mobility as a trigger for student services are discussed.
Author: Andrew J. Mashburn
Publisher: Springer
ISBN: 3319902008
Category : Psychology
Languages : en
Pages : 385
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Book Description
This book presents a comprehensive overview of children’s transitions to kindergarten as well as proven strategies that promote their readiness. It presents theories and research to help understand children’s development during the early childhood years. It describes evidence-based interventions that support children in developmental areas essential to school success, including cognitive, social-emotional, and self-regulatory skills. Chapters review prekindergarten readiness programs designed to promote continuity of learning in anticipation of the higher grades and discuss transitional concerns of special populations, such as non-native speakers, children with visual and other disabilities, and children with common temperamental issues. The volume concludes with examples of larger-scale systemic approaches to supporting children’s development during the transition to kindergarten, describing a coherent system of early childhood education that promotes long-term development. Featured topics include: Consistency in children’s classroom experiences and implications for early childhood development. Changes in school readiness in U.S. kindergarteners. Effective transitions to kindergarten for low-income children. The transition into kindergarten for English language learners. The role of close teacher-child relationships during the transition into kindergarten. Children’s temperament and its effect on their kindergarten transitions. Kindergarten Transition and Readiness is a must-have resource for researchers, clinicians and related professionals, and graduate students in child and school psychology, educational psychology, social work, special education, and early childhood education.
Author: Yvonne Humenay Roberts
Publisher:
ISBN:
Category :
Languages : en
Pages : 57
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Book Description
The term school readiness refers to the idea that most children, upon entry into kindergarten, have achieved a developmental level that enables them to adapt to formal schooling and achieve later academic success (Ackerman & Barnett, 2005). While research has found that preschool children vary considerably in their pre-education experiences as well as their readiness upon entry into formal education, the literature also notes that children's skills at school entry are highly correlated with later abilities and educational outcomes (e.g., Duncan et al., 2007). Therefore, assuring early competence is important. Beginning in early elementary school, those children identified as at-risk for school failure experience a significant gap in their academic achievement compared to their peers (Magnuson, Meyers, Ruhm, & Waldfogel, 2004). Head Start was designed to remediate said gaps by enhancing school readiness during early childhood. The early childhood literature points to the need for additional research in order to estimate the prevalence of at-risk preschool children in order to better serve them. Moreover, although social/emotional functioning and physical health have been implicated as important dimensions of school readiness (e.g., Castelli, Hillman, Buck & Erwin, 2007; Ladd, Herald, & Kochel, 2006), there are few studies that have integrated these variables to provide a multidimensional understanding of school readiness in children attending Head Start programming. Utilizing a diverse sample of 555 children who attended Head Start programming prior to kindergarten, this study examined how cognitive, social/emotional, and physical health in prekindergarten were related to direct assessments of child readiness at the start of the kindergarten year. The results suggest several characteristics affect kindergarten readiness in this group, including demographic variables, residential mobility, and cognitive and social/emotional performance in pre-kindergarten. Further, the total number of characteristics in preschool may be related to decreased school readiness in kindergarten. Children fared better when attending multiple years of quality preschool programming. These findings have implications for a range of state and local policy and program development efforts, as well as clinical practice and school guidelines.
Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309153395
Category : Social Science
Languages : en
Pages : 93
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Book Description
Many low-income families struggle with stable housing and frequently have to move due to foreclosures, rent increases, or other financial setbacks. Children in these families can experience lasting negative effects, especially those who are young and still developing basic learning and social skills. A joint NRC-IOM committee held a workshop in June 2009 to examine these issues, highlight patterns in current research, and discuss how to develop a support system for at-risk children.
Author: Leo J.G. van Wissen
Publisher: Springer
ISBN: 9789401058858
Category : Social Science
Languages : en
Pages : 287
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Book Description
This volume marks the end of an eight-year program of research on population issues, launched in 1990 by the Netherlands Organization for Scientific Research: The NWO Priority Program on Population Issues. Initiatives for this program of research were taken over ten years ago by Hans Van Ginkel-who became the first program chair - and Dirk Van De Kaa. The Dutch community of population scientists is deeply indebted to them for their early efforts. At the time, the program carried the name "Between Individual Development and Social Solidarity: Pop ulation and Society in a Period of Transition. " The goals of the Priority Program were threefold: To reduce the fragmentation of research on population issues; to increase collabora tion among population researchers with different disciplinary back grounds; and to strengthen the position of population studies in Dutch academe and in international forums. Looking back over eight years of programed research, we can safely say that the Priority Program has given an enormous impetus to population research in the Netherlands - as this volume attests. This program of research could not have been carried out success fully without the valuable contributions and constructive input of a large group of scientists. The scope and the focus of the Priority Program were defined by a preparatory committee chaired by Gerard Frinking.
Author: Betts, Anastasia Lynn
Publisher: IGI Global
ISBN: 1799886514
Category : Education
Languages : en
Pages : 860
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Book Description
School readiness is as much about schools recognizing the existing capabilities and knowledge each child has when they enter school as it is about supporting children and families in their preparation for entering formal learning environments. Effective approaches that address learning variability must take these differences into account, recognizing and leveraging opportunities inherent in the child’s ecosystem of resources. The Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness assembles the most current research and thought-leadership on the ways in which innovative education stakeholders are working together to impact the most critical years in a child’s life—the years leading up to and including kindergarten. Covering topics such as change agency, experience quality, and social-emotional development, this book is a crucial resource for educational researchers, child development professionals, school administrators, pre-K teachers, pre-service teachers, program managers, policymakers, non-profit service organizations, early childhood EdTech developers, curriculum developers, and academicians.
Author: Christopher Kearney
Publisher: Frontiers Media SA
ISBN: 2889663213
Category : Science
Languages : en
Pages : 260
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Book Description
Author: Brian Joseph Gillespie
Publisher: Springer
ISBN: 1349682713
Category : Social Science
Languages : en
Pages : 305
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Book Description
This book provides an interdisciplinary analysis of the correlates and consequences of residential relocation. Drawing on multiple nationally representative data sets, the book explores historic patterns and current trends in household mobility; individuals’ mobility-related decisions; and the individual, family, and community outcomes associated with moving. These sections inform later discussions of mobility-related policy, practice, and directions for future research.
Author: Mary L. Ohmer
Publisher: SAGE Publications
ISBN: 1483358372
Category : Social Science
Languages : en
Pages : 312
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Book Description
Measures for Community and Neighborhood Research is the first book of its kind to compile measures focused on communities and neighborhoods in one accessible resource. Organized into two main sections, the first provides the rationale, structure and purpose, and analysis of methodological issues, along with a conceptual and theoretical framework; the second section contains 10 chapters that synthesize, analyze, and describe measures for community and neighborhood research, with tables that summarize highlighted measures. The book will get readers thinking about which aspects of the neighborhood may be most important to measure in different research designs and also help researchers, practitioners, funders, and others more closely examine the impact of their work in communities and neighborhoods.
