Child Care Changes, Home Environment Quality, and the Social Competence of African American Children at Age 3

Bratsch‐Hines, Mary; Vernon–Feagans, Lynne

doi:10.1080/10409289.2013.736359

Cited by 9 publications

(2 citation statements)

References 42 publications

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“…A number of these studies focused more on the influence that family risks exert on their development ( 18 ), while the investigation of the interaction and the effect of other factors outside the family and the cognitive development of children remained unclear. Though some studies examined the environment of interaction on children, the variables of interest in these studies are factors jointly related to both early childhood and older ages ( 8 , 51 , 52 ).…”

Section: Introductionmentioning

confidence: 99%

Structural Equation Modeling of the Effects of Family, Preschool, and Stunting on the Cognitive Development of School Children

et al. 2017

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A recent study based on a sample of 1,580 children from five adjacent geographical locations in KwaZulu-Natal, South Africa, was carried out to examine the association of nutrition, family influence, preschool education, and disadvantages in geographical location with the cognitive development of school children. Data were collected on the children from 2009 to 2011 for this developmental study and included cognitive scores and information on the health and nutrition of the children. The current study analyzed the association of demographic variables (geographical location (site)), child variables (sex, preschool education and socioeconomic status), parental level of education (maternal and paternal), child’s health (HIV status and hemoglobin level) and anthropometric measures of nutritional status (height-for-age) with children’s cognitive outcomes. The hypothesis is that the nutritional status of children is a pathway through which the indirect effects of the variables of interest exert influence on their cognitive outcomes. Factor analysis based on principal components was used to create a variable based on the cognitive measures, correlations were used to examine the bivariate association between the variables of interest in the preliminary analysis and a path analysis was constructed, which was used for the disaggregation of the direct and indirect effects of the predictors for each cognitive test in a structural equation model. The results revealed that nutritional status directly predicts cognitive test scores and is a path through which other variables indirectly influence children’s cognitive outcome and development.

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Section: Introductionmentioning

confidence: 99%

Structural Equation Modeling of the Effects of Family, Preschool, and Stunting on the Cognitive Development of School Children

et al. 2017

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“…In our study, we included children in non-parental care in order to allow results to be generalize to a larger rural population, albeit still limited to two geographic regions in the US and not applicable to the growing Latino population in rural areas. With six time points of data collected from a sample that had a high level of instability in child care use (Bratsch-Hines, Vernon-Feagans, & Family Life Project Key Investigators, 2013; Bratsch-Hines et al, 2015), we thus defined our central construct of interest as the average number of concurrent non-parental child care arrangements experienced by the study children over the period from 6–58 months. Future work could build upon our definition of multiple arrangements and employ additional strategies to understand the implications of families’ longitudinal use of multiple arrangements.…”

Section: Discussionmentioning

confidence: 99%

Rural families’ use of multiple child care arrangements from 6 to 58 months and children’s kindergarten behavioral and academic outcomes

Bratsch‐Hines

Mokrova

Vernon–Feagans

2017

Early Childhood Research Quarterly

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Non-parental child care prior to kindergarten is a normative experience for the majority of children in the United States, with children commonly experiencing multiple arrangements, or more than one concurrent child care arrangement. The experience of multiple arrangements has predominantly been shown to be negatively related to young children’s health and behavioral outcomes. The present study examined the use of multiple concurrent arrangements for children in the Family Life Project, a representative sample of families living in six high-poverty rural counties. Using the full sample of 1,292 children who were followed from six months to kindergarten, this study examined the associations between the number of child care arrangements averaged across six time points and children’s behavioral and academic outcomes in kindergarten. After including a number of control variables, regression results suggested that a greater number of arrangements prior to kindergarten were related to higher levels of teacher-reported negative behaviors, but not positive behaviors, and letter-word decoding skills, but not mathematics skills, though effect sizes were small. Moderation analyses by child care type and quality were conducted, with no evidence emerging that findings varied by type or quality of care.

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Minority Families in the Rural United States: Family Processes, Child Care, and Early Schooling

Bratsch‐Hines

Baker

Vernon–Feagans

2016

Advancing Responsible Adolescent Development

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Child Care Changes, Home Environment Quality, and the Social Competence of African American Children at Age 3

Cited by 9 publications

References 42 publications

Structural Equation Modeling of the Effects of Family, Preschool, and Stunting on the Cognitive Development of School Children

Structural Equation Modeling of the Effects of Family, Preschool, and Stunting on the Cognitive Development of School Children

Rural families’ use of multiple child care arrangements from 6 to 58 months and children’s kindergarten behavioral and academic outcomes

Minority Families in the Rural United States: Family Processes, Child Care, and Early Schooling

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