The Contribution of Neighborhood and Family Income to Developmental Test Scores over the First Three Years of Life

Klebanov, Pamela Kato; Brooks‐Gunn, Jeanne; McCarton, Cecelia; McCormick, Marie C.

doi:10.2307/1132275

Cited by 174 publications

(118 citation statements)

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“…In younger children (age 3), Klebanov, Brooks-Gunn, McCarton, and McCormick (1998) found that another proposed neighborhood process, availability of institutional resources (operationalized as learning experiences outside the home), did not mediate neighborhood effects on school readiness. However, learning experiences in the home, provided by parents, did mediate the relationship.…”

Section: Neighborhood Processes As Mediators Of Effectsmentioning

confidence: 89%

School Adjustment in the Early Grades: Toward an Integrated Model of Neighborhood, Parental, and Child Processes

Nettles

Caughy²,

O’Campo

2008

Review of Educational Research

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Examining recent research on neighborhood influences on child development, this review focuses on social influences on school adjustment in the early elementary years. A model to guide community research and intervention is presented. The components of the model of integrated processes are neighborhoods and their effects on academic outcomes and neighborhoods as moderators of effects of parental behavior on school-related outcomes.The findings on neighborhood risk factors as moderators of the association between school adjustment and family and child risks are also considered. The review concludes with a summary and a discussion of gaps in the literature of contextual factors and child outcomes.

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Section: Neighborhood Processes As Mediators Of Effectsmentioning

confidence: 89%

School Adjustment in the Early Grades: Toward an Integrated Model of Neighborhood, Parental, and Child Processes

Nettles

Caughy²,

O’Campo

2008

Review of Educational Research

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“…The first is the Home Observation for Measurement of the Environment (HOME) scale, which has been widely used and consistently found to have important effects on children’s development (e.g., Bradley, 1995; Bradley et al, 1989; Klebanov et al, 1998). HOME scores are available for the NICHD-SECC sample at 6, 15, 36, and 54 months (scores are not available at 24 months or after 54 months).…”

Section: Methodsmentioning

confidence: 99%

Abstract

Brooks‐Gunn

Han

Waldfogel

2010

Monographs of the Society for Research in Child Development

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Using data from the first 2 phases of the NICHD Study of Early Child Care, we examine the links between maternal employment in the first 12 months of life and cognitive, social, and emotional outcomes for children at age 3, age 4½, and first grade. Drawing on theory and prior research from developmental psychology as well as economics and sociology, we address three main questions. First, what associations exist between first-year maternal employment and cognitive, social, and emotional outcomes for children over the first seven years of life? Second, to what extent do any such associations vary by the child’s gender and temperament, or the mother’s occupation? Third, to what extent do mother’s earnings, the home environment (maternal depressive symptoms, sensitivity, and HOME scores), and the type and quality of child care mediate or offset any associations between first-year employment and child outcomes, and what is the net effect of first-year maternal employment once these factors are taken into account? We compare families in which mothers worked full time (55%), part time (23%), or did not work (22%) in the first year for non-Hispanic white children (N=900) and for African-American children (N=113). Comparisons are also made taking into account the timing of mothers’ employment within the first year. A rich set of control variables are included. OLS and SEM analyses are constructed. With regard to cognitive outcomes, first, we find that full-time maternal employment in the first 12 months of life (but not part-time employment) is associated with significantly lower scores on some, but not all, measures of cognitive development at age 3, 4 ½, and first grade for non-Hispanic white children, but with no significant associations for the small sample of African-American children Part-time employment in the first year is associated with higher scores than full-time employment for some measures. Employment in the second and third year of life is not associated with the cognitive outcomes. Second, we examine the role of the child’s gender and temperament and the mother’s occupation in moderating the associations between first-year maternal employment and cognitive outcomes, but find few significant interactions for either child characteristics or mother’s occupation. Third, we examine the role of an extensive set of potential mediators – the mother’s earnings, the home environment, and the type and quality of child care. We find that mothers who worked full time have higher income in the first year of life and thereafter, that mothers who worked part time have higher HOME and maternal sensitivity scores than mothers who did not work or worked full time, and that mothers who worked either full time or part time were more likely to place their children in high-quality child care by age 3 and 4 ½ and their children spent more time in center-based care by age 4 ½ than in families where mothers did not work in the first year of life. However, we also find some links between first-year maternal employment and elevated...

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“…Even after controlling for relevant personal and family background characteristics, residence in low income neighbourhoods has been shown to have negative effects on developmental outcomes in the first 4 to 5 years of children's lives and to be associated with higher rates of high school drop out and teen parenthood (Brooks-Gunn, Duncan & Aber, 1997). Additionally, neighbourhood income effects have been found to be smaller than the effects of family income, maternal education or maternal marital status (Klebanov, Brooks-Gunn, McCarton & McCormick 1998). …”

Section: Non-technical Summarymentioning

confidence: 99%

Neighbourhood and family influences on the cognitive ability of children in the British National Child Development Study

McCulloch

Joshi²

2001

Social Science & Medicine

127

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The Contribution of Neighborhood and Family Income to Developmental Test Scores over the First Three Years of Life

Cited by 174 publications

References 0 publications

School Adjustment in the Early Grades: Toward an Integrated Model of Neighborhood, Parental, and Child Processes

School Adjustment in the Early Grades: Toward an Integrated Model of Neighborhood, Parental, and Child Processes

Abstract

Neighbourhood and family influences on the cognitive ability of children in the British National Child Development Study

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