ERIC Number: EJ883378
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 0
Family Socioeconomic Status and Consistent Environmental Stimulation in Early Childhood
Crosnoe, Robert; Leventhal, Tama; Wirth, R. J.; Pierce, Kim M.; Pianta, Robert C.
Child Development, v81 n3 p972-987 May-Jun 2010
The transition into school occurs at the intersection of multiple environmental settings. This study applied growth curve modeling to a sample of 1,364 American children, followed from birth through age 6, who had been categorized by their exposure to cognitive stimulation at home and in preschool child care and 1st-grade classrooms. Of special interest was the unique and combined contribution to early learning of these 3 settings. Net of socioeconomic selection into different settings, children had higher math achievement when they were consistently stimulated in all 3, and they had higher reading achievement when consistently stimulated at home and in child care. The observed benefits of consistent environmental stimulation tended to be more pronounced for low-income children.
Descriptors: Stimulation, Reading Achievement, Socioeconomic Status, Child Care, Preschool Children, Low Income, Cognitive Development, Classification, Mathematics Achievement, Family Environment, Preschool Education, Grade 1, Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A