Economic Deprivation and Early-Childhood Development.

Autor/inn/en	Duncan, Greg J.; und weitere
Titel	Economic Deprivation and Early-Childhood Development.
Quelle	(1993), (78 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Problems; Birth Weight; Child Development; Child Health; Cognitive Development; Disadvantaged Environment; Disadvantaged Youth; Economically Disadvantaged; Environmental Influences; Family Characteristics; Longitudinal Studies; Poverty; Preschool Children; Preschool Education; Social Behavior + Suchen Sie Ihr Suchwort? Kindesentwicklung; Kognitive Entwicklung; Benachteiligter Jugendlicher; Environmental influence; Umwelteinfluss; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Armut; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Social behaviour; Soziales Verhalten
Abstract	This study used longitudinal data from the Infant Health and Development Program (IHDP) to examine three issues regarding effects of economic deprivation on child development: (1) the effects on children's developmental outcomes of poverty and such poverty correlates as single parenthood, ethnicity, and maternal education; (2) the developmental consequences of the duration and timing of family economic deprivation; and (3) the comparative influence of economic deprivation at the family and neighborhood level. The IHDP was an eight-site clinical trial that tested the efficacy of educational and family-support services and high quality pediatric follow-up in the first 3 years of life in reducing the incidence of developmental delay in low-birthweight, preterm infants. Analysis of data showed that family income and poverty status were powerful correlates of children's cognitive development and behavior. Although the duration of poverty was a significant factor, its timing in early childhood was not. Five-year-olds' IQs were higher in neighborhoods with greater concentrations of affluent neighbors, while the prevalence of low-income neighbors appeared to increase the incidence of externalizing behavior problems. (Contains 104 references.) (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC