The Effectiveness of Early Head Start for 3-Year-Old Children and Their Parents: Lessons for Policy and Programs.

Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression-adjusted impact analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

G. Stanley Hall's Contribution to Science, Practice and Policy: The Child Study, Parent Education, and Child Welfare Movements.

G. Stanley Hall influenced several social movements that had great implications for child wellbeing: the Child Study, Parent Education, and Child Welfare Movements. However, while Hall laid much of the foundation for the field of scientific child study and policy-relevant research, his legacy is virtually nonexistent. The current article reviews the life and contributions of G. Stanley Hall, and the dual role Hall played in history as a revered leader of the Child Study Movement and a controversial figure in the landscape of early child psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The neighborhoods they live in: The effects of neighborhood residence on child and adolescent outcomes.

Provides a comprehensive review of research on the effects of neighborhood residence on child and adolescent well-being. The 1st section reviews key methodological issues. The following section considers links between neighborhood characteristics and child outcomes and suggests the importance of high SES for achievement and low SES and residential instability for behavioral/emotional outcomes. The third section identifies 3 pathways (institutional resources, relationships, and norms/collective efficacy) through which neighborhoods might influence development, and which represent an extension of models identified by C. Jencks and S. Mayer (1990) and R. J. Sampson (1992). The models provide a theoretical base for studying neighborhood mechanisms and specify different levels (individual, family, school, peer, community) at which processes may operate. Implications for an emerging developmental framework for research on neighborhoods are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of child support on cognitive outcomes of young children

There are two types of homologous enzymes catalysing the dismutation of the superoxide radical--Cu-Zn superoxide dismutases, and manganese or iron superoxide dismutases. In the latter two forms there is a high percentage of identity in the primary structures, and the tertiary structures are very similar particularly in the areas of the active site and in the residues responsible for the formation of the dimer. The quaternary structure of the dimer is also highly conserved. However, it has been found that despite this conservation there is strong metal ion specificity and many enzymes in the family will only be active if the correct metal ion is present. The purpose of this study has been to analyse solved X-ray structures for interactions common in both the manganese and iron forms and those that are specific to each, which may indicate reasons for the metal ion specificity. Initial analysis points to the probability that it is a combination of a number of residues, and not necessarily the same ones in every instance, which confer the specificity. In addition we have identified some anomalies in the currently available Fe/MnSOD structures which may require further remodelling and refinement.     

Transitions and turning points: Navigating the passage from childhood through adolescence.

In the past decade, much of the research on adolescent development has focused on the transitions that define and shape the experiences of adolescents. Several models are identified that have been useful in predicting and understanding behavioral and affective change at transitions, in particular, transitions occurring from middle childhood through adolescence. Some models are specific to particular transition points ( such as pubertal development ), whereas others may be applied more generally, even if they have only been tested for at a single transition. Of importance is how well the data fit each model and whether continuity in outcomes is predicted by the models across different transitions. Examples highlight research on how a specific transition, event, or ecological niche influences adolescent behavior and affect. To understand which individuals are affected by transitions and how transitions are navigated, more specific models are needed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teenaged pregnancy and childbearing.

This article reviews recent evidence on the changing patterns of childbearing among adolescents and the impact of premature parenthood on the life course of young mothers and their children. Although adolescent mothers experience conspicuous disadvantages in educational attainment and economic well-being, over time the differences between early and later childbearing appear to diminish somewhat, at least for Blacks. The children of teenage mothers, however, are distinctly worse off throughout childhood than the offspring of older childbearers. The reasons for this disparity are explored. The concluding section discusses a range of preventive and ameliorative strategies for reducing the cost of early childbearing. The evidence supports the need for more integration among services and the importance of increasing the availability of services to those in need. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does Head Start work? A 1-year follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs.

This article examines how successful Project Head Start has been as a preschool program for economically disadvantaged children. Most Head Start evaluations have not controlled for initial differences between Head Start and comparison groups. They have also limited comparisons to those with no preschool experience, rather than considering other preschools as an alternative comparison group. Subjects were 969 disadvantaged children attending Head Start, other preschool, or no preschool in 1969–1970, longitudinally evaluated on a variety of cognitive measures. Large initial group differences were observed between Head Start children and both comparison groups, with those in Head Start at a disadvantage on nearly every demographic and cognitive measure. Adjusting for initial background and cognitive differences, Head Start children showed significantly larger gains on the Preschool Inventory and Motor Inhibition tests than either comparison group, with Black children in Head Start (especially those of below-average initial ability) gaining the most. However, despite substantial gains, Head Start children were still behind their peers in terms of absolute cognitive levels after a year in the program. Head Start proved an impressive instrument of short-term change, even compared with other preschool experience. Gains in behaviors other than intelligence suggest that the effects may not be limited to the cognitive domain. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Information-seeking and maternal self-definition during the transition to motherhood.

The self-definitional processes accompanying the transition to motherhood were examined in this study. A cross-sectional sample of more than 600 women who were planning to get pregnant within 2 years, pregnant, or in the postpartum stage completed extensive questionnaires pertaining to their experiences of pregnancy and motherhood. On the basis of the assumption of the "self-socialization" perspective that individuals actively construct their identities in response to life transitions, our analyses focused on the role of information-seeking in the developing self-definitions of women becoming mothers. As predicted, (a) women actively sought information in anticipation of a first birth, (b) they used this information to construct identities incorporating motherhood, and (c) after the birth the determinants of their self-definitions shifted from indirect sources of information to direct experiences with child care. Hence, consistent with the self-socialization perspective, information-seeking did play an important role in the women's developing self-conceptions during this life transition. Mechanisms by which information gathered may alter self-conception are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Like mother, like child: intergenerational patterns of age at first birth and associations with childhood and adolescent characteristics and adult outcomes in the second generation

A 30-year follow-up of 1,758 inner-city children and their mothers in the Pathways to Adulthood Study revealed significant associations in transgenerational timing of age at 1st birth between mothers and their daughters and sons. Intergenerational age patterns were associated with the children's family and personal characteristics during childhood and adolescence and self-sufficiency at age 27-33. Continuity in teenage parenthood was associated with family and personal characteristics unfavorable for optimal child development and successful adult outcomes. Delay in 1st parenthood to age 25 or older was associated with significantly greater odds of more favorable environmental and developmental characteristics and greater adult self-sufficiency. The authors concluded that age at 1st birth of both mothers and children contributes, but in subtly different ways for daughters and sons, to the children's development and adult self-sufficiency.     

The roles of respect for parental authority and parenting practices in parent-child conflict among African American, Latino, and European American families.

In this study, the authors examined whether parent-child conflict during the middle childhood years varied among families characterized as having different cultural traditions regarding issues of respect for parental authority and parenting practices. The sample included 133 African American, European American, and Latina girls (M age = 8.41 years) and their mothers. African American and Latina girls showed significantly more respect for parental authority than did European American girls. Furthermore, African American and Latina mothers reported significantly more intense arguments when respect was low than did European American mothers. Higher levels of discipline and better communication by mothers were both associated with reports of lower frequency of conflict; ethnicity did not moderate this association. Thus, respect for authority was most salient to group differences in conflict. (PsycINFO Database Record (c) 2010 APA, all rights reserved)