Childhood socio-emotional development: Mitigating impact of early childhood education and parenting on adverse childhood experiences.
This study examines the relationship between early childhood education, parenting, and socio-emotional outcomes among children aged 5–6 years who have experienced adverse childhood experiences (ACEs). ACEs include exposure to parental substance abuse, mental illness, violence, neglect, and single pa...
| Publicado en: | Journal of Family Trauma Child Custody & Child Development Vol. 23; no. 1; pp. 33 - 54 |
|---|---|
| Autor principal: | |
| Formato: | Journal Article |
| Publicado: |
Taylor & Francis Ltd
2026
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=193710559&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 193710559 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 26904586 N81O jtl: Journal of Family Trauma Child Custody & Child Development issn: 26904586 maglogo: N pubinfo: dt: 2026 vid: 23 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 193710559 191479865 10.1080/26904586.2026.2617541 193710559 ppf: 33 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Childhood socio-emotional development: Mitigating impact of early childhood education and parenting on adverse childhood experiences. aug: au: Lee, Kyunghee affil: School of Social Work, Michigan State University, Michigan, USA sug: ab: This study examines the relationship between early childhood education, parenting, and socio-emotional outcomes among children aged 5–6 years who have experienced adverse childhood experiences (ACEs). ACEs include exposure to parental substance abuse, mental illness, violence, neglect, and single parenthood. The sample consists of 3,718 Head Start-eligible children, with 2,745 (73.8%) having no ACEs, 680 (18.2%) experiencing one ACE, and 293 (8.0%) facing two or more ACEs. Regression analysis reveals that children with a higher number of ACEs exhibit significantly lower socio-emotional skills, highlighting the negative impact of early adversity. While attending Head Start and enrolling in kindergartens with higher academic proficiency levels showed some positive effects on children's socio-emotional development, the impact was marginal. However, children whose parents engaged in positive parenting practices, particularly reading activities, demonstrated significantly better socio-emotional outcomes. Given these findings, ongoing assessment of ACEs is essential to fully understand their effects on children's socio-emotional well-being. Strengthening Head Start's trauma-sensitive strategies and promoting positive parenting practices, such as quality shared reading programs that foster emotional connection and communication, rather than focusing on reading together, along with a well-designed transition program from Head Start to kindergarten, can enhance long-term socio-emotional development and resilience among children facing adversity. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|