A Model of Parenting Risk and Resilience, Social-Emotional Readiness, and Reading Achievement in Kindergarten Children from Low-Income Families Model

Recent research by Chetty and colleagues finds that children’s chances of upward mobility are affected by the communities in which they grow up [Chetty R, Hendren N (2016) Working paper 23002]. However, the developmental pathways through which communities of origin translate into future economic gain are not well understood. In this paper we examine the association between Chetty and Hendren’s county-level measure of intergenerational mobility and children’s cognitive and behavioral development. Focusing on children from low-income families, we find that growing up in a county with high upward mobility is associated with fewer externalizing behavioral problems by age 3 years and with substantial gains in cognitive test scores between ages 3 and 9 years. Growing up in a county with 1 SD better intergenerational mobility accounts for ∼20% of the gap in developmental outcomes between children from low- and high-income families. Collectively, our findings suggest that the developmental processes through which residential contexts promote upward mobility begin early in childhood and involve the enrichment of both cognitive and social-emotional development.

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Alphabet Letter Recognition And Emergent Literacy Abilities Of Rising Kindergarten Children Living In Low-Income Families

Journal of Modern Applied Statistical Methods ◽

10.22237/jmasm/1067645880 ◽

2003 ◽

Vol 2 (2) ◽

pp. 451-466

Author(s):

Stephanie Wehry

Keyword(s):

Emergent Literacy ◽

Low Income ◽

Letter Recognition ◽

Kindergarten Children ◽

Low Income Families

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Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income families

Revista signos ◽

10.4067/s0718-09342021000200409 ◽

2021 ◽

Vol 54 (106) ◽

pp. 409-437

Author(s):

María Elsa Porta ◽

Gloria Ramírez ◽

David K. Dickinson

Keyword(s):

Reading Achievement ◽

Phonological Awareness ◽

Low Income ◽

Spanish Speaking ◽

Low Income Families ◽

Grade One

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Fathers' indirect contribution to children's social-emotional development via mothers' psychological parenting environments

Social Behavior and Personality An International Journal ◽

10.2224/sbp.6187 ◽

2017 ◽

Vol 45 (5) ◽

pp. 833-844

Author(s):

Jihyun Kim ◽

Jung Min Kim

Keyword(s):

Parenting Stress ◽

Low Income ◽

Emotional Development ◽

Family Income ◽

Income Group ◽

Social Emotional Development ◽

Social Emotional ◽

Parenting Efficacy ◽

Low Income Families ◽

Practical Implications

We sought to determine whether fathers' play participation exerted an indirect effect on young children's social-emotional development by supporting mothers' psychological parenting environments of depression, parenting stress, and parenting efficacy. We also identified differences by family income. Mothers responded to all measures. We sampled 72 low-income and 201 higher income Korean mothers with 3- to 5-year-old children. The results showed that fathers in higher income families indirectly contributed to young children's social-emotional development through their effect on mothers' depression and parenting stress, and fathers in low-income families indirectly contributed through their effect on mothers' depression, parenting stress, and parenting efficacy. Practical implications for improving young children's social-emotional development in each family income group are discussed.

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Preschool Enrollment, Classroom Instruction, Elementary School Context, and the Reading Achievement of Children from Low-Income Families

Research in the Sociology of Education - Family Environments, School Resources, and Educational Outcomes ◽

10.1108/s1479-353920150000019003 ◽

2016 ◽

pp. 19-47

Author(s):

Robert Crosnoe ◽

Aprile D. Benner ◽

Pamela Davis-Kean

Keyword(s):

Elementary School ◽

Reading Achievement ◽

Low Income ◽

Classroom Instruction ◽

School Context ◽

Low Income Families ◽

Preschool Enrollment

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Have you Heard? Newsworthy items from the field

Phi Delta Kappan ◽

10.1177/0031721719834032 ◽

2019 ◽

Vol 100 (6) ◽

pp. 65-69

Keyword(s):

Special Education ◽

Social Media ◽

Special Needs ◽

Low Income ◽

Children With Special Needs ◽

Cognitive Growth ◽

Social Emotional ◽

Education Programs ◽

Schools Of Choice ◽

Low Income Families

Students from low-income families are disproportionately assigned to special education programs. The Aspen Institute releases a new report offering six recommendations for supporting students’ social, emotional, and cognitive growth. Teachers who promote products on social media need to be aware of ethical questions about the practice. NPR is holding a competition for student podcasters. A study shows schools of choice are less likely to respond to inquiries from parents of children with special needs.

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