Early Development and Family Life in Rural America

Vernon–Feagans, Lynne; Swingler, Margaret M.

doi:10.1007/978-3-030-37689-5_8

Cited by 3 publications

(5 citation statements)

References 125 publications

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Section: Methodsmentioning

confidence: 99%

“…We used data from the Family Life Project (FLP; Vernon-Feagans et al, 2022). The FLP is a longitudinal cohort study conducted in six low-income, rural communities in Pennsylvania and North Carolina to examine early childhood development outcomes and socioeconomic factors that may influence these outcomes (Vernon-Feagans et al, 2022). The FLP enrolled participants (children and their caregivers) between 2003 and 2004 and followed them at 2, 6, 15, 24, and 36 postpartum months (Vernon-Feagans et al, 2008).…”

Section: Methodsmentioning

confidence: 99%

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Maternal Psychological Symptom Trajectories from 2 to 24 Months Postpartum: A Latent Class Growth Analysis

Scroggins,

Reuter-Rice,

Brandon

et al. 2024

Nursing Research

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Background Postpartum women experience an array of psychological symptoms that are associated with adverse health behaviors and outcomes including postpartum suicidal ideation and long-term depression. To provide early management of postpartum psychological symptoms, it is important to understand how the symptom experiences change over time. Objective To examine maternal psychological symptom trajectories over 2, 6, 15, and 24 months postpartum using latent class growth analysis (LCGA) and to examine how each trajectory is associated with maternal depression outcome at 24 months. Methods We used secondary data from the Family Life Project (N = 1,122) and performed multi-trajectory LCGA based on four observed symptom variables (depression, anxiety, somatization, and hostility). After the final model was identified, bivariate analyses were conducted to examine the association between each trajectory and (a) individual characteristics and (b) outcome (Center for Epidemiologic Studies Depression Scale [CES-D]) variables. Results A 4-class model was selected for the final model because it had better fit indices, entropy, and interpretability. The four symptom trajectories were: (1) No symptoms over 24 months, (2) low symptoms over 24 months, (3) moderate symptoms increasing over 15 months, and (4) high symptoms increasing over 24 months. More postpartum women with the trajectory of high symptoms increasing over 24 months (Trajectory 4) were in low economic status (92.16%), unemployed (68.63%), or did not complete 4-year college education (98.04%). Most postpartum women (95.56%) in trajectory 4 also had higher CES-D cut-off scores, indicating a possible clinical depression at 24 months postpartum. Discussion Postpartum women who experience increasing symptom trajectories over 15 to 24 months (Trajectories 3 and 4) could benefit from tailored symptom management interventions provided earlier in the postpartum period to prevent persistent and worsening symptom experiences.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Maternal Psychological Symptom Trajectories from 2 to 24 Months Postpartum: A Latent Class Growth Analysis

Scroggins,

Reuter-Rice,

Brandon

et al. 2024

Nursing Research

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“…We have identified at least one of these possible supports: maternal language input early in life. Likely, there are other supports that may be beneficial to rural children, such as links to extended family, less exposure to random violent crime, and families that are committed to place (Vernon-Feagans & Swingler, 2020). All of these also need to be further studied to understand how they may support children's development.…”

Section: Classroom Instructional Qualitymentioning

confidence: 99%

“…Higher rates of poverty are likely attributable to the combination of rural adults having half the rate of college degrees compared with urban adults as well as many rural areas lacking jobs that pay well, as industries leave rural areas of the United States for other countries. As a result, many young adults have outmigrated to more urban areas to find a better life (Vernon-Feagans & Swingler, 2020). Furthermore, issues related to rural poverty result in less well-funded schools, less educated teachers, and fewer community resources for children and their families (O’Hare, 2009; Provasnik & Institute of Education Sciences, 2007).…”

Section: Poverty Rurality and Child Literacy Skillsmentioning

confidence: 99%

“…Furthermore, issues related to rural poverty result in less well-funded schools, less educated teachers, and fewer community resources for children and their families (O’Hare, 2009; Provasnik & Institute of Education Sciences, 2007). With respect to protective factors, rural children are more likely to have access to extended family, to live in single family homes, and to live in less crowded neighborhoods and less likely to experience random violent crime (Vernon-Feagans & Swingler, 2020). These rural affordances may be related to higher rates of literacy proficiency found among elementary school students living in rural communities (36%) compared with students in cities (30%) and towns (31%), although not suburban communities (40%; National Center for Education Statistics, 2015).…”

Section: Poverty Rurality and Child Literacy Skillsmentioning

confidence: 99%

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Early maternal language input and classroom instructional quality in relation to children’s literacy trajectories from pre-kindergarten through fifth grade.

Vernon–Feagans¹,

Carr²,

Bratsch‐Hines³

et al. 2022

Developmental Psychology

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Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children’s literacy skill development. However, no studies have simultaneously examined these two environmental supports in relation to children’s early language skills and later literacy skills across elementary school. The current study examined how multiple years of early maternal language input from 6 to 36 months and later classroom instructional quality from pre-kindergarten (pre-K) through fifth grade were related to children’s early language at 36 months and later literacy trajectories in word recognition and reading comprehension across elementary school. The study included a diverse, population-representative sample of 1,292 children who were born in low-wealth rural communities and followed through fifth grade. Video recordings and subsequent transcripts of mother-child shared picture book tasks in the home at four timepoints during early childhood were used to assess maternal diversity of vocabulary, utterance complexity, and engagement (wh-questions) during book sharing. The quality of instruction in elementary school was assessed using classroom observations from pre-K through fifth grade. Maternal complexity and engagement were indirectly related to children’s literacy trajectories across pre-K to fifth grade through effects on early child language at 36 months. Higher-quality classroom instruction was not reliably related to concurrent literacy skills in pre-K through fifth grade. Findings suggested the enduring importance of early maternal language input in predicting children’s early language and later literacy skill development during elementary school.

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Head Start in Low-Wealth, Rural Communities: Evidence from the Family Life Project

Carr

Vernon–Feagans

Burchinal

2022

Early Education and Development

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Early Development and Family Life in Rural America

Cited by 3 publications

References 125 publications

Maternal Psychological Symptom Trajectories from 2 to 24 Months Postpartum: A Latent Class Growth Analysis

Maternal Psychological Symptom Trajectories from 2 to 24 Months Postpartum: A Latent Class Growth Analysis

Early maternal language input and classroom instructional quality in relation to children’s literacy trajectories from pre-kindergarten through fifth grade.

Head Start in Low-Wealth, Rural Communities: Evidence from the Family Life Project

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