Early Childhood Housing Instability and School Readiness

Autor/inn/en	Ziol-Guest, Kathleen M.; McKenna, Claire C.
Titel	Early Childhood Housing Instability and School Readiness
Quelle	In: Child Development, 85 (2014) 1, S.103-113 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12105
Schlagwörter	Early Childhood Education; School Readiness; Data Analysis; Well Being; Child Language; Child Behavior; Literacy; Poverty; Relocation; Early Experience; Child Development; Young Children + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Readiness for school; School ability; Schulreife; Auswertung; Well-being; Wellness; Wohlbefinden; 'Children''s language'; Kindersprache; Alphabetisierung; Schreib- und Lesefähigkeit; Armut; Umsetzung; Frühbeginn; Kindesentwicklung; Frühe Kindheit
Abstract	This study assesses the consequences of housing instability during the first 5 years of a child's life for a host of school readiness outcomes. Using data from the Fragile Families and Child Wellbeing Study (n = 2,810), this study examines the relation between multiple moves and children's language and literacy and behavior problems at age 5. The moderating role of poverty is further tested in this relation. The findings show that moving three or more times in a child's first 5 years is significantly associated with increases in attention problems, and internalizing and externalizing behavior, but only among poor children. (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