TY - JOUR
T1 - Identifying Family and Classroom Practices Associated With Stability and Change of Social-Emotional Readiness for a National Sample of Low-Income Children
AU - McWayne, Christine M.
AU - Bulotsky-Shearer, Rebecca J.
N1 - Funding Information:
Data for this study came from the Head Start Family and Child Experiences Survey (FACES), FACES 2006 cohort, funded by the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research, and Evaluation. Data were made available to the authors through a cooperative agreement with Child Care and Early Education Research Connections, as part of the Inter-university Consortium for Political and Social Research (University of Michigan). We would like to gratefully acknowledge Dr. John Geldhof for his guidance related to the statistical analyses.
PY - 2013/4
Y1 - 2013/4
N2 - Among a nationally representative sample of 2,529 Head Start children, patterns of social-emotional readiness were identified at the beginning and end of children's first preschool year. This study documented that although the majority of children remain in a qualitatively similar social-emotional readiness profile across the year, 34% of children move to a qualitatively different profile reflecting improvements and declines in social-emotional functioning. Child and family attributes (e.g., child age, disability status, and maternal education), as well as contextual factors (e.g., weekly parent home involvement) were significant predictors of these classification patterns, and parents' involvement in educational activities at home significantly moderated transitions among the profiles.
AB - Among a nationally representative sample of 2,529 Head Start children, patterns of social-emotional readiness were identified at the beginning and end of children's first preschool year. This study documented that although the majority of children remain in a qualitatively similar social-emotional readiness profile across the year, 34% of children move to a qualitatively different profile reflecting improvements and declines in social-emotional functioning. Child and family attributes (e.g., child age, disability status, and maternal education), as well as contextual factors (e.g., weekly parent home involvement) were significant predictors of these classification patterns, and parents' involvement in educational activities at home significantly moderated transitions among the profiles.
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U2 - 10.1080/15427609.2013.786537
DO - 10.1080/15427609.2013.786537
M3 - Article
AN - SCOPUS:84878155421
VL - 10
SP - 116
EP - 140
JO - Research in Human Development
JF - Research in Human Development
SN - 1542-7609
IS - 2
ER -