Beyond Neighborhood Socioeconomic Status
Exploring the Role of Neighborhood Resources for Preschool Classroom Quality and Early Childhood Development
Dados Bibliográficos
| ID | 11053253 |
|---|---|
| Autores | Wendy S Wei (0000-0002-7834-0991, Harvard Graduate School of Education Cambridge MA USA, autor correspondente), Dana Charles Mccoy (0000-0002-0896-1813, Harvard Graduate School of Education Cambridge MA USA), Andrea Kinghorn Busby (Northwestern University Evanston IL USA), Andrea Busby (0000-0003-3634-3657, Northwestern University), Emily Hanno (0000-0002-9136-4293, Harvard Graduate School of Education Cambridge MA USA), Emily C Hanno, Terri J Sabol (0000-0003-1991-6564, Northwestern University Evanston IL USA) |
| Ano | 2021 |
| Volume | 67 |
| Fascículo | 3-4 |
| Páginas | 470-485 |
| Data de publicação | 2021-06-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | American Journal of Community Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 0091-0562 • E-ISSN: 1573-2770 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/ajcp.12507 |
| PMID | 33780018 |
| OpenAlex | W3144722300 |
| Idioma | EN |
| Citações recebidas | 14 |
| Referências citadas | 50 |
The neighborhood literature consistently documents associations between neighborhood socioeconomic status (SES) and child development. Yet, this approach may miss important heterogeneity in neighborhood resources (e.g., libraries, doctors’ offices) that have important implications for children. Moreover, the mechanisms that explain the relation between neighborhood characteristics and child outcomes are poorly understood. Using a sample of 955 children situated in preschool neighborhoods across nine United States cities, the present study aimed to (1) describe the relation between neighborhood SES and resources among our sample neighborhoods and (2) explore whether neighborhood SES and resources may be (a) independently and (b) jointly associated with young children’s gains in language/literacy and executive function skills via differences in preschool classroom process quality. Our results suggested that neighborhoods were heterogeneous in both SES and resources, thereby indicating a diverse range of resource availability among lower SES neighborhoods. Moreover, we found that both neighborhood SES and resources were individually associated with benefits to children’s development through levels of classroom process quality and that these associations were magnified in communities that were particularly high in both SES and resources. These findings point to potential policy levers at both neighborhood and classroom levels to support children’s development
Developmental psychology · Early childhood · Early childhood education · Health psychology · Population · Public health · Quality (philosophy) · Resource (disambiguation) · Sample (material) · Situated · Socioeconomic status · Sociology · Demography · Early Childhood Education and Development · Medicine · Psychology · School Choice and Performance · Urban, Neighborhood, and Segregation Studies
Neighborhood amenities, health services, and built infrastructure and epigenetic aging
A Pivotal Time and Place
Neighborhood Socio-Economic Status Influences Motor Performance and Inhibitory Control in Kindergarten Children—Findings from the Cross-Sectional Kitafit Study
Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes
Examining the association between neighborhood conditions and school readiness across low and highly segregated school attendance boundaries
What does the Service System Know about the Community it Serves? A Grey Literature Review of Children, Young People, and Families Experiencing Place-based Disadvantage
Annual Research Review
An ecological perspective on early educator well-being at the start of the Covid-19 pandemic
Residential and preschool neighborhoods
Examining the role of parents and teachers in executive function development in early and middle childhood
Place matters
Classroom Quality Moderates the Association Between Sleep Problems and Self-Regulation in the Preschool Classroom
Spatial analysis of synthetic clusters of risk and resilience in the wake of the Flint water crisis
Effect of prevalence of alcohol consumption and tobacco use in Mexican municipalities on early childhood development
Are socially disadvantaged neighbourhoods deprived of health-related community resources?
Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality
Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten
Measuring Early Care and Education Quality
Teachers' Daily Interactions With Children
Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Evidence for General and Domain-Specific Elements of Teacher–Child Interactions
Inequality in Preschool Quality? Community-Level Disparities in Access to High-Quality Learning Environments
Modeling the Impacts of Child Care Quality on Children's Preschool Cognitive Development
Teacher–Child Interactions in the Classroom
Cutoff criteria for fit indexes in covariance structure analysis
Species Richness of Parasite Assemblages
The Bioecological Model of Human Development
The Mechanism(s) of Neighbourhood Effects
Inner-City Poverty in the United States
Exposure to Neighborhood Affluence and Poverty in Childhood and Adolescence and Academic Achievement and Behavior
Suburban Neighborhood Poverty in U.S. Metropolitan Areas in 2000
Neighborhood Socioeconomic Status and Primary Health Care
Observations of teacher–child interactions in classrooms serving Latinos and dual language learners
Neighborhood economic disadvantage and children's cognitive and social-emotional development
Relocating the Poor
Mapping Residents' Perceptions of Neighborhood Boundaries
Neighborhood Crime and School Climate as Predictors of Elementary School Academic Quality
Effects of Neighborhood Resources on Aggressive and Delinquent Behaviors Among Urban Youths
Are Poor Neighborhoods Resource Deprived? A Case Study of Childcare Centers in New York
Understanding the positive role of neighborhood socioeconomic advantage in achievement
Instability versus quality
Youth-serving institutional resources and neighborhood safety
The Rhetoric and Reality of Gap Closing
A Course on Effective Teacher-Child Interactions
Socioeconomic differences in reading trajectories
Bowling Alone
Principles and Practice of Structural Equation Modeling
Toward a neighborhood resource-based theory of social capital for health
The neighborhoods they live in
The Truly Disadvantaged
The Presence of Organizational Resources in Poor Urban Neighborhoods
Where, When, Why, and For Whom Do Residential Contexts Matter? Moving Away from the Dichotomous Understanding of Neighborhood Effects
Moving to Inequality
Social Capital in the Creation of Human Capital
When neighborhoods matter
| Obras citantes distintas | 14 |
|---|---|
| Citações por ano | 3,5 |
| Intervalo de citações | 2022 - 2026 (5) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 13 |