Predicting Individual Differences in Low-Income Children's Executive Control from Early to Middle Childhood

Autor/inn/en	Raver, C. Cybele; McCoy, Dana Charles; Lowenstein, Amy E.; Pess, Rachel
Titel	Predicting Individual Differences in Low-Income Children's Executive Control from Early to Middle Childhood
Quelle	In: Developmental Science, 16 (2013) 3, S.394-408 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.12027
Schlagwörter	Individual Differences; Executive Function; Low Income Groups; Poverty; Preschool Children; Elementary School Students; Grade 2; Grade 3; Longitudinal Studies; Predictor Variables; School Safety; Educational Environment; Elementary Schools; Cognitive Development; Regression (Statistics); Illinois + Suchen Sie Ihr Suchwort? Individueller Unterschied; Armut; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Grundschule; Volksschule; Kognitive Entwicklung; Regression; Regressionsanalyse
Abstract	The present longitudinal study tested the roles of early childhood executive control (EC) as well as exposure to poverty-related adversity at family and school levels as key predictors of low-income children's EC in elementary school ("n" = 391). Findings suggest that children's EC difficulties in preschool and lower family income from early to middle childhood are robust predictors of later EC difficulties as rated by teachers in 2nd and 3rd grades. Findings also suggest enrollment in unsafe elementary schools is significantly predictive of higher levels of teacher-rated EC difficulty, but only for those children who showed initially elevated levels of EC difficulty in early childhood. Implications for scientific models of cognitive development and poverty-related adversity are discussed. (Contains 1 figure, 2 footnotes, and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10