Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement.

In this preregistered study, we used latent change score models to address two research aims: (1) whether preschool-aged children's language gains, over a year of early childhood education, were associated with later performance on state-mandated, literacy-focused kindergarten readiness and Grade 3 reading achievement assessments, and (2) whether gains in language, a more complex skill, predicted these outcomes after controlling for more basic emergent literacy skills. There were 724 participating children (mean = 57 months; 51% male; 76% White, 12% Black, 6% multiple races, and 5% Hispanic or Latino). We found that language gains significantly predicted kindergarten readiness when estimated in isolation (effect = 0.

Kindergarteneres' Peer Relationships and Early School Absenteeism.

This study used a short-term longitudinal design to examine the extent to which kindergartners': (a) peer relationships are associated with their school absenteeism; and (b) development of positive peer relationships vary as a function of their time spent in school. To address these aims, data were drawn from 801 kindergartners across 64 classrooms and 15 schools in a Midwest city in the United States. Results from covariate-adjusted regression models revealed that kindergartners' relational bonds were not predictive of their time away from school, and that their relationships with classmates were generally unaffected by absenteeism.

Family Disruption and Parenting During the COVID-19 Pandemic.

Using unique data from an economically and racially diverse sample of 448 caregivers with young children (ages 4-9 years) in Ohio, we assess multiple sources of family social and economic disruptions and their associations with parenting activities during the COVID-19 stay-at-home order. Caregivers reported extensive social and economic challenges during this time, while also increasing (on average) their time spent in play/learning activities. Time spent in discipline was less likely to increase during this period.

Parent Time Investments in their Children's Learning during a Policy-Mandated Shutdown: Parent, Child, and Household Influences.

State-level policies in Ohio during the early months of the COVID-19 pandemic in the U.S. involved physical school closures and work-from-home requirements when possible.

Understanding family life during the COVID-19 shutdown.

Objective: Our study investigates how changes in family contexts were associated with child behaviors during Ohio's COVID-19 shutdown of early 2020.

Background: The COVID-19 pandemic caused major economic and social changes for families. Rapid research was conducted to assess these changes and their potential impacts on child behaviors.

Family functioning screening, referral, and behavioral health utilization in a family medicine setting.

Introduction: The objective of this study was to determine the preliminary feasibility and acceptability of screening for family functioning in a family medicine setting, and secondarily to explore differences in parent-child dyad interest in behavioral health service utilization by demographics, pediatric behavioral symptoms, and pediatric QOL.

Method: The McMaster Family Assessment Device General Functioning subscale was used to assess family functioning among 58 parent-child (ages 11-26) dyads in family medicine. Feasibility and acceptability were assessed through study interest and participation and interest and attendance in behavioral health services.

Child behavior problems during COVID-19: Associations with parent distress and child social-emotional skills.

The COVID-19 pandemic and associated government-mandated shutdowns disrupted schooling, socialization, and family life for school-aged children during spring 2020. These disruptions may have contributed to increased child behavior problems. Thus, we examined behavior problems in 247 children aged 7 to 9 years during Ohio's shutdown period.

Family Functioning Assessment and Child Psychosocial Symptoms in Family Medicine.

Purpose: Children and young adults underutilize behavioral health services, in part due to the challenges with identifying and providing services for child behavioral health in primary care. The objective of this study was to determine if a brief assessment of family functioning captures specific child psychosocial symptoms in a Family Medicine practice.

Design And Methods: Eighty-three parent child dyads, in which the parent or child was a patient at the Family Medicine practice, participated in a cross-sectional study, including assessments of demographics, family functioning, child behavioral health symptoms, and health related pediatric quality of life (HRQOL).

Work and School Pathways Into the Transition to Adulthood: Adolescent Family, Individual, and Industry Precursors.

Many young adults in countries with advanced economies make linear career transitions from school to work. However, there is a great variability in youth's postsecondary education and early work experiences and more work is needed to identify the career trajectories of modern youth. Using longitudinal data on 1747 young adults from the National Longitudinal Survey of Youth-1997, the current study identifies work and school pathways commonly seen in the transition to adulthood and investigates multiple levels of adolescent precursors.

Media Use Among Kindergarteners From Low-Income Households During the COVID-19 Shutdown.

Objective: This study examines the media use of children from low-income homes during school closings during the COVID-19 pandemic.

Methods: Caregivers of 151 kindergarteners from low-income homes completed questionnaires as part of a larger study. Caregivers reported how much time children spent watching television/videos and using apps on the most recent weekday and weekend days.

The Role of Preschool Peers in Children's Language Development.

Almost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development.

Relations of Maternal Depression and Parenting Self-Efficacy to the Self-Regulation of Infants in Low-Income Homes.

There is increasing recognition that young children's self-regulation provides a foundation for overall wellness later in life. Yet, infants reared in poverty may exhibit less-developed self-regulation compared to their more advantaged peers. Factors associated with poverty that may influence early self-regulation include maternal depression and parenting self-efficacy.

Influence of Teachers' Grouping Strategies on Children's Peer Social Experiences in Early Elementary Classrooms.

Most children experience some form of grouping in the classroom every day. Understanding how teachers make grouping decisions and their impacts on children's social development can shed light on effective teacher practices for promoting positive social dynamics in the classroom. This study examined the influence of teachers' grouping strategies on changes in young children's social experiences with peers across an academic year.

Influences of Teacher-Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences During Early School Years.

Interactions with teachers and peers are critical for children's social, behavioral, and academic development in the classroom context. However, these two types of interpersonal interactions in the classroom are usually pursued via separate lines of inquiries. The current study bridges these two areas of research to examine the way in which teachers influence child-perceived peer social support and peer victimization for 2,678 children within 183 classrooms in preschool through grade three.

Characteristics of Children's Media Use and Gains in Language and Literacy Skills.

Media use could be detrimental to children's language and literacy skills because it may displace other language-enhancing activities like shared reading and caregiver-child interactions. Furthermore, the extent to which children use media with adults (joint media engagement), the extent to which they use interactive media (apps/games), and the time of the day and week during which media use occurs may attenuate any negative effects. The current study examines the relation between characteristics of children's media use and gains in first graders' language and literacy skills.

Associations Between Children's Media Use and Language and Literacy Skills.

Media use is a pervasive aspect of children's home experiences but is often not considered in studies of the home learning environment. Media use could be detrimental to children's language and literacy skills because it may displace other literacy-enhancing activities like shared reading and decrease the quantity and quality of caregiver-child interaction. Thus, the current study asked whether media use is associated with gains in children's language and literacy skills both at a single time point and across a school year and whether age moderates any association.

Parents' Growth Mindsets and Home-Learning Activities: A Cross-Cultural Comparison of Danish and US Parents.

Mindset is a term commonly used to represent an individual's beliefs about the role of ability and effort in learning. In this study, we assessed parental mindset-ability mindset and effort mindset-for 497 parents in two countries (United States and Denmark), all of whom had at least one child between 3 and 5 years of age. Of primary interest was assessing the relations between parental mindset and home-learning activities of four types: family learning activities, learning extensions, parental time investment, and parental school involvement.

Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers.

Classroom social networks are influential to young children's cognitive, social-emotional, and language development, but assessment and analyses of social networks are complex. Findings have been mixed regarding whether different informants (teachers, children, researchers) are congruent in perceiving classroom social networks. There is also a lack of discussion about the roles of network transformation (converting value networks into binary networks), a required data step for widely used statistical network analyses.

Exposure to Environmental Toxicants and Early Language Development for Children Reared in Low-Income Households.

Considerable evidence has highlighted the heightened susceptibility of developmental delay in children from low-income homes; consequently, this study explored whether environmental toxicant exposure may be a contributing factor to disruption in language and cognitive development for children reared in poverty. Using a sample of 190 low-income mothers and their young children, mothers completed questionnaires on toxicant exposure in the home environment. Exposure to toxicants, especially pesticides, was reported by about 20% of mothers at or around pregnancy, and 30% when their children were between 1 and 2 years of age.

Food Insecurity and Depression among Economically Disadvantaged Mothers: Does Maternal Efficacy Matter?

Background: Nearly 13 million American children experience food insecurity. Research suggests that maternal depression is associated with food insecurity, such that mothers who experience depression are more likely to be food insecure. Maternal self-efficacy may be an important protective factor against depression during the postpartum year, interrupting the link between depression and food insecurity.

Neighborhood Influences on Perceived Social Support and Parenting Behaviors.

Objectives: The aim of our study is to explore the relationships between neighborhood context, perceived social support, and parenting for low-income mothers with young infants.

Methods: Data were collected during the first three time points from the Kids in Columbus Study, a 5-year longitudinal study on low-income families. Mother-child dyads (n = 228) were recruited from five Women, Infants, and Children Centers located in a Midwestern Metropolitan area.

The preschool classroom linguistic environment: Children's first-person experiences.

The linguistic environment of the classroom is influential to young children's language development. To date, however, literature on the linguistic environment of child-care centers has largely examined teacher practices or children's aggregate environment, overlooking the child's first-person experiences and differentiated experiences within the classroom. In this study we used a new method in the educational setting that captures the learner's perspective: head-mounted cameras.

Preventive Benefits of U.S. Childcare Subsidies in Supervisory Child Neglect.

Using data from age 3 of the Fragile Families and Child Wellbeing Study, the current study explores the complex relationships between U.S. child care subsidies and neglect.

Youth Mentor Dietary Outcomes and Waist Circumference Improvement: Camp NERF Study Findings.

. The health impact of youth mentors serving in the delivery of child nutrition and physical activity (PA) interventions on youth mentors themselves has been understudied. .

Conditions of Poverty, Parent-Child Interactions, and Toddlers' Early Language Skills in Low-Income Families.

Objectives The study examined the relations between parent-child interaction in the first year of life to toddlers' language skills at age 2 years for a sample of children reared in poverty; of specific interest was testing the Family Stress Model, which proposes that the conditions of poverty influence children's language skills through caregiver well-being (e.g., distress, depression) and interaction dysregulation.