Human Early Learning Partnership (HELP), University of British Columbia, Vancouver, British Columbia, Canada V6T 1Z3.
Health Place. 2010 Mar;16(2):371-80. doi: 10.1016/j.healthplace.2009.11.009. Epub 2009 Nov 27.
A small but provocative literature suggests that neighbourhood socioeconomic conditions experienced by children early in life influence a variety of health and developmental outcomes later in life. We contribute to this literature by testing the degree to which neighbourhood socioeconomic conditions that children experience in Kindergarten influence their later language and cognitive outcomes in early adolescence, over and above current neighbourhood context and various child-level covariates including scores on a Kindergarten measure of school readiness. Cross-classified random effects modelling (CCREM) analyses were performed on a study population of 2648 urban children residing throughout the province of British Columbia, Canada, who were followed longitudinally from Kindergarten (age 5/6) to Grade 7 (age 12/13). Findings demonstrate that neighbourhood concentrated disadvantage experienced during Kindergarten has a durable, negative effect on children's reading comprehension outcomes seven years later-providing evidence that early social contextual experiences play a critical role in the lives of children. Possible explanations and future directions are discussed.
有一小部分但颇具启发性的文献表明，儿童在生命早期所经历的邻里社会经济条件会影响他们以后的健康和发展结果。我们通过测试儿童在幼儿园阶段所经历的邻里社会经济条件对他们以后在青少年早期的语言和认知结果的影响程度，为这一文献做出了贡献，这种影响超过了当前邻里环境以及包括幼儿园准备程度在内的各种儿童水平协变量对他们的影响。在加拿大不列颠哥伦比亚省的一个研究人群中进行了交叉分类随机效应模型（CCREM）分析，该研究人群包括 2648 名居住在全省各地的城市儿童，他们从幼儿园（5/6 岁）到 7 年级（12/13 岁）进行了纵向跟踪。研究结果表明，儿童在幼儿园期间经历的邻里集中贫困对他们七年后的阅读理解结果有持久的负面影响——这为早期社会背景经历在儿童生活中起着关键作用提供了证据。还讨论了可能的解释和未来的方向。
