童年贫困与入学准备：贫困类型和移民背景造成的差异

Childhood poverty and school readiness: Differences by poverty type and immigration background.

作者信息

Gill Randip, Karim Mohammad Ehsanul, Puyat Joseph H, Guhn Martin, Janus Magdalena, Gagné Petteni Monique, Forer Barry, Gadermann Anne M

机构信息

Human Early Learning Partnership, University of British Columbia, 2206 East Mall, Vancouver, BC, Canada.

School of Population and Public Health, University of British Columbia, 2206 East Mall, Vancouver, BC, Canada.

出版信息

SSM Popul Health. 2023 Nov 24;25:101563. doi: 10.1016/j.ssmph.2023.101563. eCollection 2024 Mar.

DOI:10.1016/j.ssmph.2023.101563

PMID:38144443

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10746556/

Abstract

OBJECTIVES

Poverty exposes children to adverse conditions that negatively impact development. However, there is limited understanding on how different types of poverty may affect children of various immigration backgrounds differently in outcomes such as school readiness. This study examined these relationships between household and/or neighbourhood poverty, poverty timing, and immigration background with school readiness outcomes at kindergarten.

METHODS

This study utilized a retrospective, population-based cohort of administrative records linked with surveys completed by kindergarten teachers for 15 369 children born in British Columbia, Canada. The exposures investigated were neighbourhood poverty (residing in a neighbourhood in the lowest income-quintile) and/or household poverty (receiving a health insurance subsidy due to low household income). Experiencing both neighbourhood and household poverty simultaneously was defined as "combined" household and neighbourhood poverty. The outcome of vulnerability on school readiness domains was assessed at kindergarten (47.8% female; mean age = 6.01 years) using teacher ratings on the Early Development Instrument (EDI).

RESULTS

Children exposed to combined poverty between age 0 and 2 had greater odds of being vulnerable in two or more domains of school readiness than children not exposed to any poverty during this period (adjusted odds ratio (aOR) = 2.07, 95% CI: [1.74; 2.47], p < 0.001). The effect of combined poverty was larger than household poverty only (aOR = 1.54, 95% CI: [1.31; 1.82], p < 0.001) or neighbourhood poverty only (aOR = 1.49, 95% CI: [1.30; 1.70], p < 0.001). Combined poverty was associated with negative outcomes regardless of timing. Both non-immigrants (aOR = 2.40, 95% CI: [1.92; 3.00], p < 0.001) and second-generation immigrants (aOR = 1.63, 95% CI: [1.22; 2.17], p < 0.001) experiencing combined poverty scored lower on school readiness.

CONCLUSIONS

Children who experienced combined poverty had lower levels of school readiness at kindergarten, regardless of timing and immigration background.

摘要

目标

贫困使儿童面临对其发展产生负面影响的不利条件。然而，对于不同类型的贫困如何可能对具有不同移民背景的儿童在诸如入学准备等结果方面产生不同影响，人们的了解有限。本研究考察了家庭和/或邻里贫困、贫困发生时间以及移民背景与幼儿园入学准备结果之间的这些关系。

方法

本研究利用了一项基于人群的回顾性队列研究，该研究结合了加拿大不列颠哥伦比亚省出生的15369名儿童的行政记录以及幼儿园教师完成的调查。所调查的暴露因素包括邻里贫困（居住在收入最低五分位数的社区）和/或家庭贫困（因家庭收入低而获得医疗保险补贴）。同时经历邻里和家庭贫困被定义为“综合”家庭和邻里贫困。使用教师对早期发展工具（EDI）的评分，在幼儿园阶段（47.8%为女性；平均年龄 = 6.01岁）评估入学准备领域的脆弱性结果。

结果

0至2岁期间经历综合贫困的儿童在两个或更多入学准备领域表现出脆弱性的几率高于在此期间未经历任何贫困的儿童（调整后的优势比（aOR）= 2.07，95%置信区间：[1.74；2.47]，p < 0.001）。综合贫困的影响大于仅家庭贫困（aOR = 1.54，95%置信区间：[1.31；1.82]，p < 0.001）或仅邻里贫困（aOR = 1.49，95%置信区间：[1.30；1.70]，p < 0.001）。无论贫困发生时间如何，综合贫困都与负面结果相关。经历综合贫困的非移民（aOR = 2.40，95%置信区间：[1.92；3.00]，p < 0.001）和第二代移民（aOR = 1.63，95%置信区间：[1.22；2.17]，p < 0.001）在入学准备方面得分较低。