School Readiness amongst Urban Canadian Families: Risk Profiles and Family Mediation

Autor/inn/en	Browne, Dillon T.; Wade, Mark; Prime, Heather; Jenkins, Jennifer M.
Titel	School Readiness amongst Urban Canadian Families: Risk Profiles and Family Mediation
Quelle	In: Journal of Educational Psychology, 110 (2018) 1, S.133-146 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000202
Schlagwörter	Foreign Countries; School Readiness; Urban Areas; Family Characteristics; Infants; Young Children; Socioeconomic Status; Low Income Groups; At Risk Persons; Path Analysis; Immigrants; Multivariate Analysis; Family Environment; Observation; Parent Child Relationship; Intelligence Tests; Verbal Ability; Vocabulary; Achievement Tests; Cognitive Development; Mothers; Neighborhoods; Bayesian Statistics; Statistical Analysis; Canada; Canada (Toronto); Home Observation for Measurement of Environment; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Ausland; Readiness for school; School ability; Schulreife; Urban area; Stadtregion; Infant; Toddler; Toddlers; Kleinkind; Frühe Kindheit; Socio-economic status; Sozioökonomischer Status; Risikogruppe; Pfadanalyse; Immigrant; Immigrantin; Immigranten; Multivariate Analyse; Familienmilieu; Beobachtung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitive Entwicklung; Mother; Mutter; Neighbourhoods; Nachbarschaft; Statistische Analyse; Kanada
Abstract	There is an ongoing need for literature that identifies the effects of broad contextual risk on school readiness outcomes via family mediating mechanisms. This is especially true amongst diverse and urban samples characterized by variability in immigration history. To address this limitation, family profiles of sociodemographic and contextual risk were identified when children were 2 months of age. Subsequently, their indirect effect on school readiness at 4.5 years was evaluated via family investments and maternal responsivity (N = 501 families). A latent class analysis yielded four distinct family risk profiles: low socioeconomic status (SES) multilevel risk, 12.0% of sample; maternal abuse history, 15.6%; low-SES immigrant risk, 27.7%; and low risk, 44.7%. Path analyses revealed that children in the low-SES multilevel risk and low-SES immigrant risk profiles had the poorest outcomes in all domains and these effects operated equally and indirectly via investments and responsivity. To date, several studies have suggested that sociodemographic risks impact cognitive outcomes primarily via the investment pathway. The present findings suggest that family relations are equally important when operationalized as observed responsive parenting. Furthermore, pathways of influence are similarly operative despite different patterning of adversity for high-risk immigrant and native born families. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01