Family Processes in the Transition to Schoool in Poor, Rural Communities

贫困农村社区上学过渡的家庭过程

• 批准号: 7707705
• 负责人: MARTHA J. COX
• 金额: $ 39.55万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-07-01 至 2012-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7707705
• 关键词: Academic achievement; Achievement; Address; African American; Age; Aggressive behavior; American; Area; Belief; Biological Models; Birth; Buffers; Caregivers; Characteristics; Child; Child Development; Child Language; Cognitive; Communities; Competence; Condition; Conflict (Psychology); County; Data; Data Collection; Depth; Development; Disease; Disruption; Distress; Economics; Emotional; Emotions; Employment; Ethnic Origin; European; Failure; Family; Family Process; Family Relationship; Goals; Growth; Hand; Home environment; Household; Housing; Income; Individual; Informal Social Control; Knowledge; Language; Life; Linguistics; Link; Living Arrangement; Longitudinal Studies; Low income; Marital Relationships; Measurement; Measures; Mediating; Mediator of activation protein; Methods; Modeling; Neighborhoods; North Carolina; Outcome; Parent-Child Relations; Parenting behavior; Parents; Pathway interactions; Pennsylvania; Phase; Play; Population; Poverty; Process; Rate; Reading; Reporting; Research; Risk; Role; Rural; Rural Community; Safety; Sampling; Schools; Social support; Socialization; Source; Spouses; Stress; Subgroup; Supervision; Temperament; Testing; Time; Violence; Work; base; biobehavior; design; early childhood; emotional distress; executive function; experience; family structure; parental monitoring; programs; resilience; rural area; social; social capital; social skills; success; urban area

Poverty is known to be associated with stress and increased risk for poor child outcomes in the transition to school. In the context of poverty, family factors (e.g., disrupted parent-child relationships, marital discord, abusive and rejecting parenting) play important roles as both risk and protective factors given the stressful life conditions associated with poverty. At present most research on the role of family factors has conducted in urban areas and there is a paucity of knowledge regarding the family factors associated with chjld outcomes in rural areas. Further, poverty is likely to disrupt family processes that are critical for establishing early childhood competencies associated both with cognitive and social-emotional development and success in school. To address the limitations of prior work, this competing continuation of Project III will test a developmental systems model of family process links to child social, emotional, and academic competencies in a population-based sample of 1,292 children and families in predominantly low-income and rural communities in North Carolina and Pennsylvania. Measures of observed parent-child, whole family, and reported marital aggression and violence collected in the first phase of the project at child ages 6, 15, 24, and 36 months and continued in the second phase at 60 months and first grade will be related to developmental trajectories of social, emotional, and academic competence measured from 36 months through 2nd grade. Various hypothesized pathways through parental distress and support processes will be tested. A unique feature of the program project will be the ability to test models for African-American as well as Euro-American families at various levels of income, with varying family structures, and embedded in different neighborhood contexts in order to understand the extent to which different family processes may operate differently among cultural subgroups, and in different family structures and neighborhood contexts. We will also examine how well-managed supportive classrooms can alter children's academic and social competence for children from high risk families, as well as'the extent to which supportive families may buffer the influence of poorly managed, unsupportive classrooms. We also pose questions regarding the extent to which early temperament and self-regulation qualities in the child may put some children at greater risk for poor social, cognitive and academic outcomes in poorly managed homes and classrooms. By combining our assessments of family processes with measurements from Project I (child characteristics) and Project II (child language and classroom contexts), we can address unique and critical questions about children's development in rural poor areas.

众所周知，贫困与压力和贫困儿童结局的风险增加有关 学校。在贫困的背景下 虐待和拒绝育儿）在压力很大的情况下扮演重要角色，既是风险和保护因素 与贫困相关的生活条件。目前，大多数关于家庭因素作用的研究已经进行 在城市地区，关于与CHJLD相关的家庭因素的知识很少 农村地区的结果。此外，贫困可能会破坏对建立至关重要的家庭流程 与认知和社会情感发展和成功相关的幼儿能力 在学校。为了解决先前工作的局限性，项目III的竞争继续将测试 家庭过程的发展系统模型与儿童社会，情感和学术能力的链接 在主要低收入和农村的1,292名儿童和家庭的基于人群的样本中 北卡罗来纳州和宾夕法尼亚州的社区。观察到的亲子，整个家庭和 报道了在项目的第一阶段，在6、15、24岁的儿童中收集了婚姻侵略和暴力。 36个月，在第二阶段继续在60个月，一年级将与 从36个月开始衡量的社会，情感和学术能力的发展轨迹 到二年级。通过父母的苦难和支持过程的各种假设的途径将是 测试。该计划项目的一个独特功能也将能够测试非裔美国人的模型 作为各种收入水平的欧美家庭，具有不同的家庭结构，并嵌入 不同的社区环境以了解不同的家庭流程可能在多大程度上 文化亚组以及不同家庭结构和邻里环境之间的运作方式不同。 我们还将研究管理良好的支持教室如何改变儿童的学术和社会 来自高风险家庭的儿童的能力，以及支持家庭可以缓冲的程度 管理不善的教室的影响。我们还提出有关程度的问题 儿童的早期气质和自我调节素质可能会使一些孩子面临更大的风险 在管理不良的家庭和教室中，社会，认知和学术成果不佳。通过结合我们 通过项目I（儿童特征）和项目II的测量值评估家庭流程的评估 （儿童语言和课堂上下文），我们可以解决有关儿童的独特和关键问题 农村贫困地区的发展。