Young Children's Developmental Ecologies and Kindergarten Readiness

Language and communication development and school readiness of children raised by grandparents or in multi-generational homes

BACKGROUND

One in ten U.S. children lives with a grandparent, and more foster children are being placed in kinship care.

OBJECTIVES

Our objective was to compare early language and communication development and school readiness among children raised by grandparents (alone or in multigenerational households) to children raised by parents.

METHODS

We included in this cross-sectional study children ages 1-5 years from the 2016-2020 National Survey of Children's Health to examine healthy and ready to learn school readiness outcomes and binary language and communication development (2018-2020 data only) by caregiver type (parent, multigenerational, and grandparent-only) with survey-weighted log-binomial regression adjusted for confounders. We stratified by survey years pre-COVID-19 pandemic versus during.

RESULTS

Among 33,342 children, 86.0% (SE = 0.51) of children were 'On-Track' for language and communication development; only 37.2% (SE = 0.68) were 'On-Track' overall for school readiness. Children raised by grandparents or in multigenerational households were more often 'On-Track' for school readiness than children raised by parents, but only upon adjustment for covariates (adjusted prevalence ratio (aPR) for grandparent-only 1.13, 95% confidence interval (CI) 1.11, 1.15; aPR for multigenerational 1.13, CI 1.12, 1.15). Smaller and less consistent differences in prevalence were observed for the other outcomes (language and communication development, school readiness domains of early learning skills, social-emotional development, self-regulation development and physical well-being and motor development). A disparity in school readiness may have emerged during the COVID-19 pandemic; children in grandparent-only households had a lower prevalence of being 'On-Track' for school readiness (aPR 0.71, 95% CI 0.69, 0.73) compared to children in parent households, whereas children in multigenerational households continued to be more often school-ready than children in parent households.

CONCLUSION

Large proportions of children across caregiver types were not fully prepared for school. Consideration of key covariates is important because socio-economic disadvantage may mask other advantages grandparent-led and multigenerational households offer children's early development.

Familial clustering of birth risk for adverse childhood outcomes

OBJECTIVE

To identify classes of children exposed to distinct clusters of perinatal and familial risk factors at the time of birth, and examine relationships between class membership and a variety of adverse outcomes in childhood.

DESIGN

A prospective longitudinal study of children (and their parents) born between 2002 and 2004 and who have been followed-up until 12-13 years of age. A combination of latent class analysis and logistic regression analyses were used.

RESULTS

Adverse developmental, social, and mental health outcomes in early and middle childhood were greatest for children with 'pervasive familial risk' (i.e., parental mental illness, parental criminality, and perinatal risk factors) at the time of birth; some associations were stronger among girls.

CONCLUSION

Pervasive exposure to multiple risk factors in the pre- and perinatal period increases the risk of adverse outcomes in childhood. Future interventions should tailor strategies to address unique combinations of adverse risk exposures in vulnerable families.

Developing Health Lifestyle Pathways and Social Inequalities across Early Childhood

Lifestyles are a long-theorized aspect of social inequalities that root individual behaviors in social group differences. Although the health lifestyle construct is an important advance for understanding social inequalities and health behaviors, research has not theorized or investigated the longitudinal development of health lifestyles from infancy through the transition to school. This study documented children's longitudinal health lifestyle pathways, articulated and tested a theoretical framework of health lifestyle development in early life, and assessed associations with kindergarten cognition, socioemotional behavior, and health. Latent class analyses identified health lifestyle pathways using the US Early Childhood Longitudinal Study - Birth Cohort (ECLS-B; N≈6,550). Children's health lifestyle pathways were complex, combining healthier and unhealthier behaviors and changing with age. Social background prior to birth was associated with health lifestyle pathways, as were parents' resources, health behaviors, and non-health-focused parenting. Developing health lifestyle pathways were related to kindergarten cognition, behavior, and health net of social background and other parent influences. Thus, family context is important for the development of complex health lifestyle pathways across early childhood, which have implications for school preparedness and thus for social inequalities and well-being throughout life. Developing health lifestyles both reflect and reproduce social inequalities across generations.

Changes in Household Composition and Children's Educational Attainment

Changes in parental romantic relationships are an important component of family instability, but children are exposed to many other changes in the composition of their households that bear on child well-being. Prior research that focused on parental transitions has thus overlooked a substantial source of instability in children's lives. I argue that the instability in children's residential arrangements is characterized by household instability rather than family instability. To evaluate this thesis, I use the 1968-2015 waves of the Panel Study of Income Dynamics and time-varying methods for causal inference to test the independent effects of different types of changes in household composition on educational attainment. Experiencing changes involving nonparent, nonsibling household members has a significant negative effect on educational attainment that is similar in magnitude to that for children who experience changes involving residential parents. Measures of parental changes miss the nearly 20 % of children who experience changes involving household members other than parents or siblings. By showing that changes in nonparental household members are both common and consequential experiences for children, I demonstrate the value of conceptualizing the changes to which children are exposed as a product of household instability, rather than simply family instability.

Family Socioeconomic Status and Early Life Mortality Risk in the United States

OBJECTIVES

We examine the association between several dimensions of parental socioeconomic status (SES) and all-cause and cause-specific mortality among children and youth (ages 1-24) in the United States.

METHODS

We use Cox proportional hazard models to estimate all-cause and cause-specific mortality risk based on data from the 1998 to 2015 National Health Interview Survey-Linked Mortality Files (NHIS-LMFs), restricted to children and youth ages 1-17 at the time of survey followed through age 24, or the end of the follow-up period in 2015 (N = 377,252).

RESULTS

Children and youth in families with lower levels of mother's education, father's education, and/or family income-to-needs ratio exhibit significantly higher all-cause mortality risk compared with children and youth living in higher SES families. For example, compared to children and youth living with mothers who earned college degrees, those living with mothers who have not graduated high school experience 40% higher risk of early life mortality over the follow-up period, due in part to higher mortality risks of unintentional injuries and homicides. Similarly, children/youth whose fathers did not graduate high school experience a 41% higher risk of dying before age 25 compared to those with fathers who completed college.

CONCLUSIONS

Today's children and youth experience clear disparities in mortality risk across several dimensions of parental SES. As the U.S. continues to lag behind other high-income countries in health and mortality, more attention and resources should be devoted to improving children's health and well-being, including the family and household contexts in which American children live.

Residential mobility and socioemotional and behavioural difficulties in a preschool population cohort of New Zealand children

Background

Findings regarding early residential mobility and increased risk for socioemotional and behavioural (SEB) difficulties in preschool children are mixed, with some studies finding no evidence of an association once known covariates are controlled for. Our aim was to investigate residential mobility and SEB difficulties in a population cohort of New Zealand (NZ) children.

Methods

Data from the Integrated Data Infrastructure were examined for 313 164 children born in NZ since 2004 who had completed the Before School Check at 4 years of age. Residential mobility was determined from address data. SEB difficulty scores were obtained from the Strengths and Difficulties Questionnaire administered as part of the Before School Check.

Results

The prevalence of residential mobility was 69%; 12% of children had moved ≥4 times. A linear association between residential mobility and increased SEB difficulties was found (B=0.58), which remained robust when controlling for several known covariates. Moves >10 km and moving to areas of higher socioeconomic deprivation were associated with increased SEB difficulties (B=0.08 and B=0.09, respectively), while residential mobility before 2 years of age was not. Children exposed to greater residential mobility were 8% more likely to obtain SEB difficulties scores of clinical concern than children exposed to fewer moves (adjusted OR 1.08).

Conclusion

This study found a linear association between residential mobility and increased SEB difficulties in young children. This result highlights the need to consider residential mobility as a risk factor for SEB difficulties in the preschool years.

Family Instability in the Lives of American Children

Scholars have long looked to family composition to understand child well-being. Family instability, or the experience of repeated changes in parents' union status during childhood, represents a recent advance in this field that takes into account the dynamic nature of contemporary family organization and considers its implications for children's adjustment and development. We review some of the structural and cultural factors that have contributed to rising levels of family instability and highlight the emergence of national data to measure it. We then review the perspective that guides much of the scholarship on family instability and critically assess the contributions of this work to the understanding of child well-being. We close by suggesting new directions for research, with a call for work that broadens the conceptualization and measurement of contemporary children's family systems and home environments as well as the mechanisms that explain why-or whether-instability matters.

More than a snapshot in time: pathways of disadvantage over childhood

Background

Disadvantage rarely manifests as a single event, but rather is the enduring context in which a child's development unfolds. We aimed to characterize patterns of stability and change in multiple aspects of disadvantage over the childhood period, in order to inform more precise and nuanced policy development.

Methods

Participants were from the Longitudinal Study of Australian Children birth cohort (n = 5107). Four lenses of disadvantage (sociodemographic, geographic environment, health conditions and risk factors), and a composite of these representing average exposure across all lenses, were assessed longitudinally from 0 to 9 years of age. Trajectory models identified groups of children with similar patterns of disadvantage over time for each of these lenses and for composite disadvantage. Concurrent validity of these trajectory groups was examined through associations with academic performance at 10-11 years.

Results

We found four distinct trajectories of children's exposure to composite disadvantage, which showed high levels of stability over time. In regard to the individual lenses of disadvantage, three exhibited notable change over time (the sociodemographic lens was the exception). Over a third of children (36.3%) were exposed to the 'most disadvantaged' trajectory in at least one lens. Trajectories of disadvantage were associated with academic performance, providing evidence of concurrent validity.

Conclusions

Children's overall level of composite disadvantage was stable over time, whereas geographic environments, health conditions and risk factors changed over time for some children. Measuring disadvantage as uni-dimensional, at a single time point, is likely to understate the true extent and persistence of disadvantage.

Internalising and externalising behaviour profiles across childhood: The consequences of changes in the family environment

Internalising and externalising behaviours may have heterogeneous patterns across childhood. Different aspects of young children's proximal family environments may influence these behavioural profiles. Previous studies have used indicators of family instability at one point in time or collapsed several indicators into an index. We assess whether patterns in internalising and externalising behaviours across childhood are in part determined by changes and events in multiple domains of the family environment across early childhood. Using Millennium Cohort Study data and Latent Profile Analysis, we created longitudinal latent profiles for internalising and externalising behaviour using child behaviour scores at ages 3, 5, 7, and 11. Time-varying markers of children's environments from ages 3-11 years included: poverty, family structure, number of siblings, residential moves, maternal depression, and hospital admissions. We derived five internalising profiles and two externalising profiles. Transitions into and out of poverty (ORs range: 1.9-3.3), changes in maternal depression (ORs range: 2.3-7.8), and persistent experiences of poverty and maternal depression had the strongest and most consistent associations with children's behaviours at all ages; early childhood experiences of maternal depression and poverty had independent longitudinal associations with children's behaviours; and residential moves were only related to externalising behaviours. This study emphasises the importance of investigating interrelated features of a child's proximal family environment alongside examining patterns in children's behaviour across childhood. To best support children and their families, policy solutions should focus on alleviating family poverty and depression and consider the holistic nature of a child's family environment.

Race/ethnic inequalities in early adolescent development in the United Kingdom and United States

BACKGROUND

Comparative literature investigating race/ethnic patterning of children's health has found racial/ethnic minority status to be linked to health disadvantages. Less is known about differences during early adolescence, a period during which health outcomes are linked to later life health.

OBJECTIVE

Using the UK Millennium Cohort Study (n = 10,188) and the US Early Childhood Longitudinal Survey-Kindergarten Cohort (n ~ 6,950), we examine differences in socioemotional and cognitive development among 11-year-old adolescents and the contribution of family resources in explaining any observed differences, including socioeconomic, cultural traditions, and psychosocial resources.

RESULTS

Adverse socioemotional health and cognitive development were associated with race/ethnic minority status in both countries. In the United States, we found that cultural resources and family socioeconomic capital played a large role in attenuating differences in problem behaviors between Asian American, Black, and Latino adolescents and their White peers. In the United Kingdom, the explanatory factors explaining differences in problem behaviors varied by racial/ethnic group. In both contexts, family resources cannot explain the sizable cross-country differences in verbal skills. In the United Kingdom, Indian adolescents had nearly one-third of a standard deviation increase in their verbal scores whereas in the United States, Black and Latino adolescents had scores nearly two-fifths and one-fifth of a standard deviation below the mean, respectively.

CONTRIBUTION

We use a detailed race/ethnic classification in the investigation of racial/ethnic inequalities across the United States and United Kingdom. There are strong family resource effects, suggesting that relative family advantages and disadvantages do have meaningful associations with adolescent socioemotional and cognitive development. Although levels of resources do explain some cross-national differences, there appears to be a broader range of family background variables in the United Kingdom that influence adolescent development. Our findings point to the critical role of both the extent and nature of family social capital in affecting adolescent development.

Ecological Instability and Children's Classroom Behavior in Kindergarten

We engage the concept of ecological instability to assess whether children's exposure to frequent change in multiple contexts is associated with teacher reports of students' overall behavior, externalizing behavior, and approach to learning during kindergarten. We operationalize multiple dimensions of children's exposure to repeated change-including the frequency, concurrency, chronicity, timing, and types of changes children experience-in a nationally representative longitudinal cohort of U.S.-born children (Early Childhood Longitudinal Study-Birth Cohort, N ~ 4,750). We focus on early childhood, a period of substantial flux in children's family and neighborhood contexts. Predicted behavior scores differ by approximately one-fifth of a standard deviation for children who experienced high or chronic exposure to ecological change compared with those who experienced little or no change. These findings emphasize the distinctiveness of multidomain ecological instability as a risk factor for healthy development that should be conceptualized differently from the broader concept of normative levels of change in early childhood environments.

Promoting health equity to prevent crime

Traditionally, research activities aimed at diminishing health inequalities and preventing crime have been conducted in isolation, with relatively little cross-fertilization. We argue that moving forward, transdisciplinary collaborations that employ a life-course perspective constitute a productive approach to minimizing both health disparities and early delinquent involvement. Specifically, we propose a multidimensional framework that integrates findings on health disparities and crime across the early life-course and emphasizes the role of racial and socioeconomic disparities in health. Developing the empirical nexus between health disparities research and criminological research through this multidimensional framework could fruitfully direct and organize research that contributes to reductions in health inequalities and the prevention of crime during the early life course. We also propose that this unified approach can ultimately enhance public safety policies and attenuate the collateral consequences of incarceration.

Residential Mobility Across Early Childhood and Children's Kindergarten Readiness

Understanding residential mobility in early childhood is important for contextualizing family, school, and neighborhood influences on child well-being. We examined the consequences of residential mobility for socioemotional and cognitive kindergarten readiness using the Early Childhood Longitudinal Study-Birth Cohort, a nationally representative longitudinal survey that followed U.S. children born in 2001 from infancy to kindergarten. We described individual, household, and neighborhood characteristics associated with residential mobility for children aged 0-5. Our residential mobility indicators examined frequency of moves, nonlinearities in move frequency, quality of moves, comparisons between moving houses and moving neighborhoods, and heterogeneity in the consequences of residential mobility. Nearly three-quarters of children moved by kindergarten start. Mobility did not predict cognitive scores. More moves, particularly at relatively high frequencies, predicted lower kindergarten behavior scores. Moves from socioeconomically advantaged to disadvantaged neighborhoods were especially problematic, whereas moves within a ZIP code were not. The implications of moves were similar across socioeconomic status. The behavior findings largely support an instability perspective that highlights potential disruptions from frequent or problematic moves. Our study contributes to literature emphasizing the importance of contextualizing residential mobility. The high prevalence and distinct implications of early childhood moves support the need for further research.

Maternal Education, Changing Family Circumstances, and Children's Skill Development in the United States and UK

Among the core dimensions of socioeconomic status, maternal education is the most strongly associated with children's cognitive development, and is a key predictor of other resources within the family that strongly predict children's well-being: economic insecurity, family structure, and maternal depression. Most studies examine these circumstances in isolation of one another and/or at particular points in time, precluding a comprehensive understanding of how the family environment evolves over time and contributes to educational disparities in children's skill development and learning. In addition, very little research examines whether findings observed among children in the United States can be generalized to children of a similar age in other countries. We use latent class analysis and data from two nationally representative birth cohort studies that follow children from birth to age five to examine two questions: 1) how do children's family circumstances evolve throughout early childhood, and 2) to what extent do these trajectories account for the educational gradient in child skill development? Cross-national analysis reveals a good deal of similarity between the U.S. and U.K. in patterns of family life during early childhood, and in the degree to which those patterns contribute to educational inequality in children's skill development.

Health Disparities and Child Development After Prematurity

There is increased recognition that preterm neonates require sequential surveillance to capture the spectrum of coordination, communication, learning, and behavior regulation disorders that may occur in the first 5 years of life and beyond. In particular, the framework of follow-up needs to go beyond the detection of cerebral palsy, blindness, and deafness in the first 2 years of life for only those at highest preterm risk (ie, <28 weeks gestation, with combinations of severe cranial sonographic abnormalities, bronchopulmonary dysplasia, and retinopathy of prematurity). In addition, there are numerous barriers for diverse families in accessing quality, comprehensive early intervention and early child education supports. This article highlights recent research on the long-term impact of preterm birth with a focus on disparities in resource access and in outcomes at entry to kindergarten and early educational trajectories. Across all degrees of prematurity, children from disadvantaged backgrounds face significant disparities both in access to comprehensive and continuous supports and in long-term academic outcomes. Ten key recommendations are provided for ensuring proactive management strategies for the long-term academic, behavioral, and social success of these at-risk children. [Pediatr Ann. 2017;46(10):e360-e364.].