Department of Public Administration & Policy, School of Public Affairs, American University.
John Glenn School of Public Affairs, The Ohio State University.
Dev Psychol. 2018 Apr;54(4):757-771. doi: 10.1037/dev0000470. Epub 2017 Nov 20.
Neighborhoods provide resources that may affect children's achievement or moderate the influences of other developmental contexts, such as early care and education (ECE). Using a sample (N ≈ 12,430) from the 2010-2011 Early Childhood Longitudinal Study-Kindergarten Cohort, merged with census tract-level poverty data from the 2008-2012 American Community Survey, this article examines associations between center-based ECE participation, neighborhood poverty, and children's academic skills and behavior at kindergarten entry. Findings suggest that children who attend center-based care in the year prior to kindergarten show higher math and reading scores across neighborhood contexts. Results provide limited evidence that neighborhood poverty moderates the associations between either Head Start or other types of center-based ECE participation and children's outcomes at kindergarten, with children in moderate-high poverty neighborhoods showing stronger positive associations between who participated in Head Start or center care participation and math and reading scores, respectively, compared to those participating in low-poverty neighborhoods. Research and policy implications are discussed. (PsycINFO Database Record
社区为儿童提供资源，这些资源可能会影响他们的成就，或者调节其他发展环境（如早期保育和教育）的影响。本研究利用了 2010-2011 年幼儿纵向研究-幼儿园队列（N≈12430）的样本，该样本与 2008-2012 年美国社区调查的普查区贫困数据进行了合并。本文考察了幼儿园入学前儿童参加中心式 ECE、社区贫困程度与儿童学业技能和行为之间的关系。研究结果表明，在幼儿园入学前一年参加中心式保育的儿童在不同社区环境中表现出更高的数学和阅读分数。结果提供了有限的证据表明，社区贫困程度会调节学前教育中心（Head Start）或其他类型的中心式 ECE 参与与儿童在幼儿园的结果之间的关系。与在贫困程度较低的社区中参与学前教育中心的儿童相比，在中度至高度贫困社区中，参与学前教育中心或中心护理的儿童与数学和阅读分数之间的正相关关系更强。讨论了研究和政策的影响。
