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Title: Income Changes and Cognitive Stimulation in Young Children's Home Environments
Resulting in 1 citation.
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Votruba-Drzal, Elizabeth |
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Income Changes and Cognitive Stimulation in Young Children's Home Environments M.A. Thesis, School of Education and Social Policy, Northwestern University - Evanston, 2003 Cohort(s): Children of the NLSY79 Publisher: School of Education and Social Policy, Northwestern University Keyword(s): Academic Development; Achievement; Family Income; Home Observation for Measurement of Environment (HOME); Poverty; School Entry/Readiness Permission to reprint the abstract has not been received from the publisher. Early home learning environments are the result of interactions between the developing child and the opportunity structures provided by the family. Income is one of several resources that affect the cognitive stimulation that children experience. Using data from the National Longitudinal Survey of Youth, this study examines the influence of household income on cognitive stimulation during the transition to school (age 3-4 years to 7-8 years). Cross-sectional and longitudinal fixed effects regressions are estimated to examine income's effect. Household income positively related to the level of cognitive stimulation in children's home environments across both sets of analyses. Home environments of children in low-income households were particularly sensitive to income changes over time. The implications of these results for programs and policies that reduce disparities in school readiness are discussed. |
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Bibliography Citation
Votruba-Drzal, Elizabeth. Income Changes and Cognitive Stimulation in Young Children's Home Environments. M.A. Thesis, School of Education and Social Policy, Northwestern University - Evanston, 2003. |