School Readiness Among United States Children: Results From the 2022 National Survey of Children's Health.

Objective: Provide the latest national and state estimates and correlates of the proportion of young children who are healthy and ready to learn (HRTL) using a revised measure from the National Survey of Children's Health (NSCH).

Methods: Data were analyzed for 11,121 children ages 3 to 5 years from the 2022 NSCH, an address-based, parent-completed survey on the health and well-being of children in the United States. A total of 27 items across 5 domains (early learning skills, social emotional development, self-regulation, motor development, and health) were used to calculate domain-specific assessments scored as "on track," "emerging," or "needs support" according to age-appropriate developmental expectations.

A new look at teacher interactional quality: Profiles of individual teacher-child relationship and classroom teaching quality among Head Start students.

Preschool teachers' relationships with children are a critical component of classroom quality. We draw from a sample of N=2,114 children attending Head Start to examine child-centered profiles of experiences across two dimensions of classroom interaction quality that are often considered separately, individual teacher-child closeness and conflict and classroom-level instructional and emotional support. Findings reveal considerable heterogeneity in Head Start children's experiences, as the profiles differed on individual conflict, and classroom emotional and instructional support.

Pregnancy intentions and family functioning among low-income, unmarried couples: Person-centered analyses.

Guided by family systems theory and using 2-wave data from 4,843 low-income, unmarried couples in the Building Strong Families study, we examined paths from paternal and maternal pregnancy intentions to family functioning in personal, relationship, and coparenting domains. Using 3-step Latent Class Analysis, we first identified 3 subgroups of couples based on both parents' pregnancy intentions: Both Wanted/Both On-time (33.8%), Both Wanted/Both Mistimed (56.

Associations between child physical abuse potential, observed maternal parenting, and young children's emotion regulation: Is participation in Early Head Start protective?

Clinicians working with Early Head Start (EHS) families consider family well-being and positive parent-child relationships as foundational to school readiness. Understanding the links between risk factors and these dimensions of family engagement can inform clinical decision-making, as risk assessments are used to tailoring program services. The current study examined the associations between high risk, or potential, for child physical abuse and both parenting quality and children's emotion regulation (ER) during toddlerhood; EHS participation was examined as a buffer.

A Two Decade Examination of Historical Race/Ethnicity Disparities in Academic Achievement by Poverty Status.

Research on achievement gaps by race/ethnicity and poverty status typically focuses on each gap separately, and recent syntheses suggest the poverty gap is growing while racial/ethnic gaps are narrowing. In this study, we used time-varying effect modeling to examine the interaction of race/ethnicity and poverty gaps in math and reading achievement from 1986-2005 for poor and non-poor White, Black, and Hispanic students in three age groups (5-6, 9-10, and 13-14). We found that across this twenty-year period, the gaps between poor White students and their poor Black and Hispanic peers grew, while the gap between non-poor Whites and Hispanics narrowed.

A LONGITUDINAL, PERSON-CENTERED ANALYSIS OF EARLY HEAD START MOTHERS' PARENTING.

This study used a person-centered approach to examine stability and change in parenting typologies across early childhood. Profiles were associated within and across time with contextual covariates, including demographic characteristics, risk factors, and Early Head Start participation. Participants were drawn from the Early Head Start Research and Evaluation Project (N = 2, 876).

Latent classes of older foster youth: Prospective associations with outcomes and exits from the foster care system during the transition to adulthood.

Youth in the foster care system face considerable challenges during the transition to adulthood. However, there is significant variability within this population. This study uses person-oriented methods and a longitudinal dataset of youth aging out of foster care to examine differences in how subgroups of foster youth fare during the transition to adulthood.

FAMILY CONFLICT MODERATES EARLY PARENT-CHILD BEHAVIORAL TRANSACTIONS.

The reciprocal transactions that shape early parent-child relationships are influenced by contextual stress, such as family conflict. Although family conflict is a salient stressor to the family system, few studies have considered how parent-child transactions vary according to exposure to family conflict. The present study examined how family conflict alters early parent-child behavioral transactions.

Patterns of interparental conflict, parenting, and children's emotional insecurity: A person-centered approach.

We examined the relations between interparental conflict (destructive and constructive), parenting behaviors (harshness and supportiveness) and children's emotional insecurity in early childhood when children were approximately 36 months of age. The sample consisted of low-income unmarried couples who were expectant/new parents who participated in the national Building Strong Families project. Interparental conflict was assessed through parents' reported perception of the other parent's conflict behavior.

The Still-Face Paradigm and bidirectionality: associations with maternal sensitivity, self-esteem and infant emotional reactivity.

The Still-Face Paradigm (SFP) is a structured stressful event within which researchers have investigated the influence of maternal psychological and behavioral characteristics on infant behavior. The present investigation contributes to this body of work by examining the joint contributions of maternal and child behavioral and affective characteristics on subsequent behaviors and affectations following the SFP. A sample of non-clinically depressed mothers and their infants (n=31) engaged in a modified Still-Face Paradigm (SFP), followed by a period of toy play.