Literaturnachweis - Detailanzeige
Autor/inn/en | Duncan, Greg J.; und weitere |
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Titel | Economic Deprivation and Early-Childhood Development. |
Quelle | (1993), (78 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Behavior Problems; Birth Weight; Child Development; Child Health; Cognitive Development; Disadvantaged Environment; Disadvantaged Youth; Economically Disadvantaged; Environmental Influences; Family Characteristics; Longitudinal Studies; Poverty; Preschool Children; Preschool Education; Social Behavior Kindesentwicklung; Kognitive Entwicklung; Benachteiligter Jugendlicher; Environmental influence; Umwelteinfluss; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Armut; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Social behaviour; Soziales Verhalten |
Abstract | This study used longitudinal data from the Infant Health and Development Program (IHDP) to examine three issues regarding effects of economic deprivation on child development: (1) the effects on children's developmental outcomes of poverty and such poverty correlates as single parenthood, ethnicity, and maternal education; (2) the developmental consequences of the duration and timing of family economic deprivation; and (3) the comparative influence of economic deprivation at the family and neighborhood level. The IHDP was an eight-site clinical trial that tested the efficacy of educational and family-support services and high quality pediatric follow-up in the first 3 years of life in reducing the incidence of developmental delay in low-birthweight, preterm infants. Analysis of data showed that family income and poverty status were powerful correlates of children's cognitive development and behavior. Although the duration of poverty was a significant factor, its timing in early childhood was not. Five-year-olds' IQs were higher in neighborhoods with greater concentrations of affluent neighbors, while the prevalence of low-income neighbors appeared to increase the incidence of externalizing behavior problems. (Contains 104 references.) (MM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |