Associations among Family Environment, Sustained Attention, and School Readiness for Low-Income Children

Autor/inn/en	Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne
Titel	Associations among Family Environment, Sustained Attention, and School Readiness for Low-Income Children
Quelle	In: Developmental Psychology, 46 (2010) 6, S.1528-1542 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0020389
Schlagwörter	Conceptual Tempo; School Readiness; Poverty; Economically Disadvantaged; Preschool Children; Family Environment; Correlation; Low Income; Attention Control; Child Development; Role; Mothers; Parenting Styles; Parent Child Relationship; Cognitive Ability; Receptive Language; Behavior Problems; Vocabulary Development + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Armut; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Korrelation; Niedriglohn; Aufmerksamkeitstest; Kindesentwicklung; Rollen; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Denkfähigkeit; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit
Abstract	In this study, we examined the developmental pathways from children's family environment to school readiness within a low-income sample (N = 1,046), with a specific focus on the role of sustained attention. Six distinct factors of the family environment representing maternal parenting behaviors, the physical home environment, and maternal mental health at 3 years of age were explored as independent predictors of children's observed sustained attention as well as cognitive and behavioral outcomes at 5 years of age. Children were grouped by poverty status (poor vs. near-poor). Results suggest specificity in the associations among attention (focused attention and lack of impulsivity) and its correlates, with different patterns emerging by poverty status group. Overall, the family environment was largely unrelated to children's sustained attention. For both groups, focused attention was associated with receptive vocabulary; however, it partially mediated the association between maternal lack of hostility and receptive vocabulary only among the near-poor. In addition, lack of impulsivity was associated with both receptive vocabulary and externalizing behaviors but only for the poor group. Findings indicate sustained attention as a potential target for efforts aimed at enhancing school readiness among predominantly poor children. (Contains 5 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10