Research Publication: Early childhood predictors of early school-age academic skills and resilience among children living in poverty
Quick Summary
- This research study with low-income families informs our understanding of early childhood influences on children's academic skills at kindergarten entry and their changes across the early elementary school years.
This research study examined low-income families in Oregon, Pennsylvania, and Virginia recruited as part of a randomized controlled trial of the Family Check-Up, an early childhood family-based intervention. Higher child self-regulation and maternal education in early childhood predicted higher academic skills such as identifying letters and numbers at school entry, whereas greater positive mother–child interactions in early childhood predicted increases in academic skills across early elementary school relative to national averages but only among children who received the intervention.
Choe, D. E., Barreda, S., Galán, C. A., Gardner, F., Wilson, M. N., Dishion, T. J., & Shaw, D. S. (in press). Early childhood predictors of early school-age academic skills and resilience among children living in poverty. Social Development. Advance online publication. https://doi.org/10.1111/sode.12715