Young Children's Developmental Ecologies and Kindergarten Readiness.
Children enter the crucial transition to school with sociodemographic disparities firmly established. Domain-specific research (e.g., on poverty and family structure) has shed light on these disparities, but we need broader operationalizations of children's environments to explain them. Building on...
| Publicado en: | Demography (Springer Nature) Vol. 53; no. 6; pp. 1853 - 1883 |
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| Formato: | journal article |
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Springer Nature
Dec2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=119808219&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 119808219 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00703370 DEM jtl: Demography (Springer Nature) issn: 00703370 maglogo: N pubinfo: dt: Dec2016 vid: 53 iid: 6 pid: 237 pub: Springer Nature artinfo: ui: 119808219 10.1007/s13524-016-0528-0 ppf: 1853 ppct: 30 formats: fmt: @attributes: type: P size: 4.5MB tig: atl: Young Children's Developmental Ecologies and Kindergarten Readiness. aug: au: Mollborn, Stefanie affil: Sociology and Institute of Behavioral Science , 483 UCB Boulder 80309-0483 USA su: Child development Kindergarten Sociodemographic factors Cognitive ability Child psychology Age distribution Ecology Schools Sex distribution Sociology Socioeconomic factors Longitudinal method Research funding sug: subj: Child development Kindergarten Sociodemographic factors Cognitive ability Child psychology Age distribution Ecology Schools Sex distribution Sociology Socioeconomic factors Elementary and Secondary Schools All Other Miscellaneous Schools and Instruction Longitudinal method Research funding keyword: Developmental ecology Early childhood ECLS-B Kindergarten readiness Transition to school Developmental ecology Early childhood ECLS-B Kindergarten readiness Transition to school ab: Children enter the crucial transition to school with sociodemographic disparities firmly established. Domain-specific research (e.g., on poverty and family structure) has shed light on these disparities, but we need broader operationalizations of children's environments to explain them. Building on existing theory, this study articulates the concept of developmental ecology-those interrelated features of a child's proximal environment that shape development and health. Developmental ecology links structural and demographic factors with interactional, psychological, and genetic factors. Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), this study conducts latent class analyses to identify how 41 factors from three domains-namely, household resources, health risks, and ecological changes-cluster within children as four overarching developmental ecologies. Because it documents how numerous factors co-occur within children, this method allows an approximation of their lived environments. Findings illuminate powerful relationships between race/ethnicity, parental age, socioeconomic background, and nativity and a child's developmental ecology, as well as associations between developmental ecology and kindergarten cognition, behavior, and health. Developmental ecology represents a major pathway through which demographic characteristics shape school readiness. Because specific factors have different implications depending on the ecologies in which they are embedded, findings support the usefulness of a broad ecological approach. pubtype: Academic Journal doctype: journal article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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