Literaturnachweis - Detailanzeige
Autor/inn/en | Raver, C. Cybele; McCoy, Dana Charles; Lowenstein, Amy E.; Pess, Rachel |
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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 |
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 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). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |