Duration and Developmental Timing of Poverty and Children's Cognitive and Social Development from Birth through Third Grade

Titel	Duration and Developmental Timing of Poverty and Children's Cognitive and Social Development from Birth through Third Grade
Quelle	In: Child Development, 76 (2005) 4, S.795-810 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2005.00878.x
Schlagwörter	Economically Disadvantaged; Grade 3; Infants; Behavior Problems; Social Development; Poverty; Children + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Infant; Toddler; Toddlers; Kleinkind; Soziale Entwicklung; Armut; Child; Kind; Kinder
Abstract	Relations of duration and developmental timing of poverty to children's development from birth to age 9 were examined by comparing children from families who were never poor, poor only during the child's infancy (03 years of age), poor only after infancy (49 years of age), and chronically poor. Chronically poor families provided lower quality childrearing environments, and children in these families showed lower cognitive performance and more behavior problems than did other children. Any experience of poverty was associated with less favorable family situations and child outcomes than never being poor. Being poor later tended to be more detrimental than early poverty. Mediational analyses indicated that poverty was linked to child outcomes in part through less positive parenting. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10