Data from the National Institute of Child Health and Human Development (NICHD) Study Early Childcare Youth ( N = 1,364) were used to investigate children’s trajectories academic social development across 1st, 3rd, 5th grades. Hierarchical linear modeling was examine within‐ between‐child associations among maternal teacher reports parent involvement standardized achievement scores, skills, problem behaviors. Findings suggest that within‐child improvements in predict declines behaviors skills...

A large literature has documented the influence of child care on young children's development, but few studies have examined low‐income children in community arrangements. Using data from Welfare, Children, and Families: Three‐City Study ( N=204 ), this study quality extent (ages 2–4 years) cognitive socioemotional development over time. Higher levels were modestly associated with improvements extensive hours linked to increases quantitative skills decreases behavior problems. Analyses...

Children's early approaches to learning (ATL) enhance their adaptation the demands they experience with start of formal schooling. The current study uses individual growth modeling investigate whether children's ATL, which includes persistence, emotion regulation, and attentiveness, explain differences in academic trajectories during elementary school. Using data from Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K), present investigation examined association between ATL at...

Results from a longitudinal study of 2402 low-income families during the recent unprecedented era welfare reform suggest that mothers' transitions off and into employment are not associated with negative outcomes for preschoolers (ages 2 to 4 years) or young adolescents 10 14 years). Indeed, no significant associations were found preschoolers, dominant pattern was also few statistically adolescents. The did occur provided slight evidence entry labor force related improvements in adolescents'...

Despite recent growth in research highlighting the potential of teacher-child relationships to promote children's development during early years school, questions remain about importance these across elementary school. Using data from NICHD Study Early Child Care (N = 1,364), this study examines between- and within-child associations between relationship quality academic achievement behavior problems kindergarten (ages 4-6 years) through 5th grade 9-11 years). Results suggest that increases...

A large literature has documented the influence of family economic resources on child development, yet income's effects in middle childhood have been understudied. Using data from National Longitudinal Survey Youth (N = 3,551), author examined income early and academic skills behavior problems during childhood. Early had enduring children's Middle did not but affect development Children low-income households were particularly sensitive to income. The quality home environment explained a...

Previous studies have emphasized that antisocial personality disorder (APD) and psychopathy overlap highly but differ critically in several features, notably negative emotionality (NEM) possibly amygdala reactivity to social signals of threat distress. Here we examined whether dimensions APD correlate differentially with NEM emotional faces. Testing these relationships among healthy individuals, were generated by the profile matching technique Lynam Widiger (2001), using facet scales NEO...

Early school engagement patterns set the stage for short- and long-term academic behaviors progress, low at entry can give rise to dysfunctional behavior underachievement in later years. Relationships with parents teachers provide a foundation upon which children develop skills that are critical early elementary school. However, cross-contextual transactional processes by these relationships associated remain unclear. This investigation therefore considers how children's prior indirectly...

Early home learning environments are the result of interactions between developing children and opportunity structures provided by their families. Income is one several resources that affect cognitive stimulation experience. Using data from National Longitudinal Survey Youth ( N = 2,174) this study examines influence household income on during transition to school (aged 3–4 years 7–8 years). Cross‐sectional longitudinal fixed effects regressions estimated examine income's effect. Household...

Transactional models of problem behavior argue that less effective parenting and adolescent behaviors coevolve, exerting bidirectional influences. This article extends such by analyzing growth trajectories sexual risk processes among 3,206 adolescents (aged 13–18) their residential parents. Within individuals, increases in regular family activities prospectively predicted declines adolescents’ risky activities. In contrast, heightened father knowledge. Between‐individual comparisons revealed...

Research examining the longer term influences of child care on children’s development has expanded in recent years, but few studies have considered low‐income experiences community arrangements. Using data from Three‐City Study ( N = 349), present investigation examines quality, extent and type behavior problems during middle childhood (7–11 years old). Higher levels quality were linked to moderate reductions externalizing problems. High‐quality was especially protective against for boys...

Socioeconomic disadvantage experienced in early development predicts ill health adulthood. However, the neurobiological pathways linking to adult remain unclear. Lower parental education—a presumptive indicator of socioeconomic disadvantage—predicts health-impairing behaviors, including tobacco and alcohol dependencies. These behaviors depend, part, on functionality corticostriatal brain systems that 1) show developmental plasticity vulnerability, 2) process reward-related information, 3)...

Growing evidence has linked center-based early care and education settings to improvements in children’s cognitive skills. Additional research is needed more carefully delineate when for whom these associations are most pronounced. Using data from the Early Childhood Longitudinal Study, Birth Cohort (N ≈ 6,350; Flanagan & West, 2004), this study examined whether beneficial effects of skills at age 5 differ by which children experience subgroups based on household income, parental education,...

In contrast to the extensive research on socioeconomic gaps in reading and math achievement, little attention has been given disparities science skills, particularly during early years of schooling. This emphasis later may be problematic because large emerge years, thus it is crucial document size achievement begin unpacking range factors that contribute these disparities. Additionally, know which components status are more strongly linked children’s skills so resources can effectively...

Theory and limited research indicate that race socioeconomic status (SES) interact dynamically to shape children’s developmental contexts academic achievement, but little scholarship examines how SES intersect Black–White achievement gaps across development. We used data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (N ≈ 9,100)—which tracks a nationally representative cohort children in United States—to investigate family (i.e., parental education household...

Abstract Understanding how youth perceive household economic hardship and it relates to their behavior is vital given associations between behavioral development. Yet, most studies ignore youth’s own perceptions of hardship, instead relying solely on caregiver reports. Moreover, the literature has tended treat as a stable force over time, rather than volatile one that varies month-to-month. This study addressed extant limitations by collecting monthly measures specifically caregiver-...

Objective: To examine the association of both individual and community socioeconomic status (SES) with inflammatory mediators relevant to cardiovascular pathophysiology, i.e., interleukin (IL)-6 C-reactive protein (CRP), in a midlife sample. Growing evidence suggests that attributes individuals communities confer risk for morbidity mortality. Methods: Subjects were 851 men women, 30 54 years age (Caucasian = 77%, African-American 23%). Individual SES was indexed by composite educational...

Children’s kindergarten experiences are increasingly taking place in full‐ versus part‐day programs, yet important questions remain about whether there significant and meaningful benefits to full‐day kindergarten. Using the Early Childhood Longitudinal Study’s Kindergarten Cohort ( N = 13,776), this study takes a developmental approach examining associations between program type academic trajectories from (ages 4–6 years) through 5th grade 9–12 years). Full‐day was associated with greater...