Examining Risk and Protective Factors in Head Start Populations Located in High- and Low-Violence Communities

Fedor, Megan C.; Bender, Stacy L.; Carlson, John S.

doi:10.1097/iyc.0b013e3181e1a211

Cited by 9 publications

(6 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition to directly relating to positive child outcomes, prosocial behaviors may mitigate (i.e., moderate) the negative effects of environmental adversity. It has been hypothesized that when children help others, they foster positive relationships and emotions that can buffer them from the negative effects of contextual stressors and resource limitations (Eisenberg et al, 2016), such as those encountered in low SES neighborhoods (Fedor, Bender, & Carlson, 2010). For example, children ages 3‐to‐7 from poorer neighborhoods and schools who also demonstrated more prosocial behaviors—as reported by parents—developed fewer emotional and behavioral problems compared to their less prosocial peers (Flouri & Sarmadi, 2016).…”

Section: Low Neighborhood Ses Is Associated With Children’s Developmental Riskmentioning

confidence: 99%

Young Children’s Prosocial Behavior Protects Against Academic Risk in Neighborhoods With Low Socioeconomic Status

et al. 2021

View full text Add to dashboard Cite

Children raised in neighborhoods with low socioeconomic status (SES) are at risk for low academic achievement. Identifying factors that help children from disadvantaged neighborhoods thrive is critical for reducing inequalities. We investigated whether children’s prosocial behavior buffers concurrent and subsequent academic risk in disadvantaged neighborhoods in Bradford, UK. Diverse children (N = 1,175) were followed until age seven, with measurements taken at four times. We used governmental indices of neighborhood‐level SES, teacher observations of prosocial behaviors, and direct assessments of academic achievement. Neighborhood SES was positively associated with academic achievement among children with low levels of prosocial behavior, but not among children with high levels of prosocial behavior. Prosocial behavior may mitigate academic risk across early childhood.

show abstract

Section: Low Neighborhood Ses Is Associated With Children’s Developmental Riskmentioning

confidence: 99%

Young Children’s Prosocial Behavior Protects Against Academic Risk in Neighborhoods With Low Socioeconomic Status

et al. 2021

View full text Add to dashboard Cite

show abstract

“…In addition to directly relating to positive child outcomes, prosocial behaviors may mitigate (i.e., moderate) the negative effects of environmental adversity. It has been hypothesized that when children help others, they foster positive relationships and emotions that can buffer them from the negative effects of contextual stressors and resource limitations (Eisenberg et al, 2016), such as those encountered in low SES neighborhoods (Fedor, Bender, & Carlson, 2010). For example, children ages 3-to-7 from poorer neighborhoods and schools who also demonstrated more prosocial behaviors-as reported by parents-developed fewer emotional and behavioral problems compared to their less prosocial peers (Flouri & Sarmadi, 2016).…”

Section: Prosocial Behavior May Mitigate Effects Of Neighborhood Adve...mentioning

confidence: 99%

Young Children's Prosocial Behavior Protects Against Academic Risk in Neighborhoods With Low Socioeconomic Status

Armstrong‐Carter¹

2021

Proceedings of the 2021 AERA Annual Meeting

View full text Add to dashboard Cite

show abstract

“…A natural consequence of all this is the general decrease of the offered level of childcare and more specifically of the school regulations (Kohen, Leventhal, Dahinten & McIntosh, 2008). In addition, one more study (Fedor et al, 2010) found that the behavioral problems of young children were more trivial in neighborhoods with less violence incidents.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Neighborhood on Children’s School Readiness in Greece – The Case of Agioi Anargiroi, Greece

Koti

Gourgiotou

2022

EJES

View full text Add to dashboard Cite

The factors that influence young children’s school readiness, their cognitive skills and socio-emotional development relate to the social context shaped collectively by the individuals and families that live in a specific part of a district, the neighborhood. This study explores, through parents’ views, the direct and indirect roles of the neighborhood environment in the development of preschool age children and examines whether there is a direct impact of the neighborhood’s role on children’s school readiness. More specifically, this paper studies the impact of the neighborhood context of Agioi Anargiroi, and the characteristics – both individual and socioeconomic – of the people of this population, on the school readiness of preschool age children. The data were collected by means of an anonymous written questionnaire, which was distributed to and filled in by the parents of preschool age students attending co-located public kindergartens of the Municipality of Agioi Anargiroi of the prefecture of Attiki. Article visualizations:<img src="/-counters-/edu_01/0975/a.php" alt="Hit counter" />

show abstract

Examining Risk and Protective Factors in Head Start Populations Located in High- and Low-Violence Communities

Cited by 9 publications

References 22 publications

Young Children’s Prosocial Behavior Protects Against Academic Risk in Neighborhoods With Low Socioeconomic Status

Young Children’s Prosocial Behavior Protects Against Academic Risk in Neighborhoods With Low Socioeconomic Status

Young Children's Prosocial Behavior Protects Against Academic Risk in Neighborhoods With Low Socioeconomic Status

The Impact of Neighborhood on Children’s School Readiness in Greece – The Case of Agioi Anargiroi, Greece

Contact Info

Product

Resources

About