Growing up in Poverty and Civic Engagement: The Role of Kindergarten Executive Function and Play Predicting Participation in 8th Grade Extracurricular Activities

Autor/inn/en	Astuto, Jennifer; Ruck, Martin
Titel	Growing up in Poverty and Civic Engagement: The Role of Kindergarten Executive Function and Play Predicting Participation in 8th Grade Extracurricular Activities
Quelle	In: Applied Developmental Science, 21 (2017) 4, S.301-318 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2016.1257943
Schlagwörter	Children; Longitudinal Studies; Surveys; Kindergarten; Executive Function; Grade 8; Poverty; Extracurricular Activities; Play; Predictor Variables; Drama; Music; Clubs; Athletics; Questionnaires; Dance; Creativity; Student Participation; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; School year 08; 8. Schuljahr; Schuljahr 08; Armut; Außerunterrichtliche Aktivität; Spiel; Prädiktor; Schauspiel; Musik; Club; Klub; Leichtathletik; Fragebogen; Tanz; Kreativität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	In the United States a "civic engagement gap" persists between low-income youth and their higher-income counterparts. To examine the developmental origins of civic engagement in a sample of U.S. children growing up in poverty, a conceptual model was tested employing the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K) national data set. Using generalized linear models, we examined the contributions of kindergarten children's executive function and exposure to classroom based play to participation in different extracurricular activities in 8th grade. Results suggest that executive function is a significant predictor of participation in drama and music clubs, sports and number of hours spent in extracurricular activities. Play was also a significant predictor of participation in school clubs, while controlling for executive function. These findings provide initial evidence of a developmental trajectory toward civic engagement beginning in early childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01