The goals of this paper were two-fold. The first goal was to examine the emotional and social developmental value of play in the early childhood classroom. This issue is important because of the recent impetus for a more academic focus in early childhood classrooms, and questions about the developmental benefits of play. The second goal was to examine and discuss the role teachers could play in making play a developmental and educational experience. This is because understanding the significance of play could make teachers less apprehensive about using play to promote learning and development, and enable them answer questions regarding the value of play. Using these goals as a backdrop, this paper discussed views of children's play; the defining characteristics of emotional and social development; play and the socioemotional development of children; and the role of early childhood teachers in children's play.

ABSTRACT— Food insecurity, defined as limited or uncertain availability of nutritionally adequate and safe foods or limited or uncertain ability to acquire acceptable foods in socially acceptable ways, is still a problem in the United States. It is associated with poor parenting practices, poor health, and socioemotional and cognitive/academic difficulties in children. This review synthesizes some of these findings and suggest links among these outcomes. In this endeavor, it describes the concept of food insecurity and propose a mediational framework to anchor our discussions. Finally, it examines the implications of the review for research and policy.

BackgroundWe examined a model of multiple mediating pathways of income poverty, material hardship, parenting factors, and child health status to understand how material hardship and parental factors mediate the effects of poverty on child health. We hypothesized that: (a) poverty will be directly associated with material hardship, parental depression, and health status, and indirectly with parenting behaviors through its effects on parental depression and material hardship; (b) material hardship will be associated with parental depression, parenting behaviors, and health status; and (c) parental depression will be correlated with parenting behaviors, and that both parental depression and parenting behaviors will predict child health.Methods and ResultsWe used data from the 2002 National Survey of American Families for a sample of 9,645 6-to-11 year-olds to examine a 4-step structural equation model. The baseline model included covariates and income poverty. In the hardship model, food insufficiency and medical need were added to the baseline model. The parental model included parental depression and parenting behavior and baseline model. In the full model, all the constructs were included. First, income poverty had a direct effect on health status, and an indirect effect through its association with material hardship, parental depressive affect, and parenting behaviors. Medical need and food insufficiency had negative effects on child health, and indirect effects on health through their association with parental depression and parenting behaviors. Finally, parental depression and parenting behaviors were associated with child health, and part of the effect of parental depression on health was explained by its association with parenting behaviors.ConclusionsPoverty has an independent effect on health, however, its effects are partially explained by material hardship, parental depression and parental behaviors. To improve children's health would require a multi-pronged approach involving income transfers, health insurance coverage, food and nutrition assistance, and parenting interventions.

Data on 11,614 children (ages 6 Á/11) from the 1999 National Survey of American Families were used to examine a model linking household food insecurity, child health, and emotional wellbeing to school engagement. The results, using path analyses revealed that (i) the proposed model fit the data quite well; (ii) food insecurity predicted health status, emotional well-being, and negatively predicted school engagement; (iii) health status predicted emotional well-being, and negatively predicted school engagement. Finally, emotional well-being negatively predicted school engagement. Results of mediation analyses showed that food insecurity had a significant indirect effect on emotional well-being via its effect on health status, and a significant indirect effect on school engagement via its effects on health status and emotional well-being.

We used data from the 2002 National Survey of American Families to examine a structural model of the relations among food insecurity, poor nutritional status, parental mental health problems, quality of parenting, adolescents’ emotional distress, and poor health status for a national sample of 5366 12-to-14 year-olds. The results revealed that: first, food insecurity was associated with elevated levels of parental mental health problems, diminished quality of parenting, elevated levels of adolescents’ emotional problems, and higher incidence of poor nutritional and health statuses. Second, parental mental health problems were associated with diminished quality of parenting and higher incidence of poor health status; and quality of parenting had a negative effect on emotional distress, but not on health status. Finally, poor nutritional status was associated with elevated levels of emotional distress and higher incidence of poor health status; and emotional distress was predictive of poor health status. The findings of this study highlight the mediating role of nutritional status, parenting factors and adolescents’ emotional well-being in the link between food insecurity and health; and point to the complex interaction between food insecurity and health status.