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Early childhood to young adulthood: an introduction to the special issue
- Authors:
- REYNOLDS Arthur J., OU Suh-Ruu
- Journal article citation:
- Children and Youth Services Review, 32(8), August 2010, pp.1045-1053.
- Publisher:
- Elsevier
The understanding and identification of changing influences on well-being are at the nexus of developmental science and social policy. These influences span the life course but child, family, and school experiences in the first two decades are particularly important to health and well-being. This study, reporting data from the Chicago Longitudinal Study, investigates the life-course development of 1,539 children (93% African American and 7% Hispanic) who were born in 1979–1980, grew up in the highest-poverty neighbourhoods in Chicago, and attended early childhood intervention programs beginning in preschool. The goals of the study are to determine the effects of participation in the Child-Parent Center programme (CPC) aimed at improving skills for disadvantaged children), document patterns of child and family well-being over time, and identify child, family, school, and community factors that can promote children's well-being. Major findings indicated that CPC children showed substantial improvements in 5 indicators of well-being, including better educational performance and lower levels of incarceration. The authors summarise the contributions of a variety of personal, family, and school experiences in promoting multiple domains of well-being.
Childhood predictors of young adult male crime
- Authors:
- OU Suh-Ruu, REYNOLDS Arthur J.
- Journal article citation:
- Children and Youth Services Review, 32(8), August 2010, pp.1097-1107.
- Publisher:
- Elsevier
In this study investigating childhood predictors of adult crime, adult criminal records were collected through administrative records and supplemented with self-reports. The study sample was drawn from the Chicago Longitudinal Study (CLS), an on-going investigation of a panel of low-income minority children (93% Black, 7% Hispanic) growing up in high-poverty neighbourhoods in Chicago. The study sample included 733 males who were criminally active by age 26. Outcome measures included incarceration, conviction, and felony conviction by age 26. Probit regression was used to analyse the data. Results showed that common childhood predictors were ‘Aid to Families with Dependent Children’ participation by child’s age 3, negative home environment, maltreatment experience, trouble making behaviour, and the number of school moves. Unique predictors were mother unemployed by age 3 for incarceration or jail, four or more children in household by age 3 for felony conviction, and mother did not complete high school by child’s age 3, and social competence for both incarceration or jail and felony conviction. Implications on crime prevention were discussed.
Preschool-to-third grade programs and practices: a review of research
- Authors:
- REYNOLDS Arthur J., MAGNUSON Katherine A., OU Suh-Ruu
- Journal article citation:
- Children and Youth Services Review, 32(8), August 2010, pp.1121-1131.
- Publisher:
- Elsevier
This article reviews the knowledge base on the effectiveness of preschool-to-third grade (PK-3) intervention programmes and practices for young children making the transition to school. Extended early childhood interventions, pre-school programmes, full-day kindergarten, reduced class sizes in the early grades, parent involvement, instructional practices, and school transitions are examined. PK-3 programmes are planned interventions that begin during any of the five years of a child's life before kindergarten and which continue up to third grade. The most comprehensive programmes serve children from low-income families or who have special needs. PK-3 practices are defined as specific elements or components of extended early childhood programmes that are hypothesised to be associated with children's outcomes. These elements may include preschool education, full-day kindergarten, reduced class sizes, teaching practices, and parent involvement activities. The authors suggest there is growing evidence for the positive effects of PK-3 programmes and practices; with the strongest evidence supporting enduring effects into adulthood is from centre-based preschool programmes followed by small classes in the early grades.
Mechanisms of effects of an early intervention program on educational attainment: a gender subgroup analysis
- Authors:
- OU Suh-Ruu, REYNOLDS Arthur J.
- Journal article citation:
- Children and Youth Services Review, 32(8), August 2010, pp.1064-1076.
- Publisher:
- Elsevier
Early intervention programmes have been previously linked to positive developmental outcomes. This study investigated whether the processes that account for the link between participation in the Chicago Child-Parent Center (CPC) programme and educational attainment differed by gender. Five mechanisms derived from previous studies were studied: cognitive advantage; family support; social adjustment; motivational advantage; and school support. The study sample included 1,334 young people (682 female and 652 male) from the Chicago Longitudinal Study. Structural equation modelling was used to investigate pathways of effects of preschool participation on educational attainment. Results indicated that cognitive advantage played a more important role for males than for females, and family support played a more important role for females than for males. Motivational advantage and social adjustment hypotheses were not significant mediators for either females or males. Motivational advantage seemed to play a more important role for males. In conclusion, the authors suggest directions for future studies of the two groups.
Preschool education, educational attainment, and crime prevention: contributions of cognitive and non-cognitive skills
- Authors:
- REYNOLDS Arthur J., TEMPLE Judy A., OU Suh-Ruu
- Journal article citation:
- Children and Youth Services Review, 32(8), August 2010, pp.1054-1063.
- Publisher:
- Elsevier
This study examines the degree to which cognitive and non-cognitive skills accounted for the links between participation in preschool intervention and high school completion, highest grade completed, and incarceration history in early adulthood. The authors assessed the effects of the school-based Child-Parent Center early intervention programme for over 1,500 children (93% African American and 7% Hispanic), particularly the contribution of school readiness and achievement test scores up to age 14 and remedial education, as well as measures of social adjustment, motivation, educational expectations, problem behaviour, and juvenile arrest. Findings showed that when assessed separately, cognitive factors accounted for 42% of the preschool effect on high school completion, 37% on highest grade completed, and 23% on incarceration history by age 24 while non-cognitive factors accounted for 36%, 45%, and 59% respectively. Cognitive and non-cognitive factors explained 46%, 51%, and 59% of the main effect of preschool participation. Cognitive skills made greater contributions to positive educational attainment, while non-cognitive skills made greater value-added contributions to incarceration history. In conclusion, the authors suggest that the findings support the important role of test scores, school performance, and social and motivational factors in explaining the effect of preschool participation on economically important indicators of well-being.
Alterable predictors of child well-being in the Chicago longitudinal study
- Authors:
- REYNOLDS Arthur J., OU Suh-Ruu
- Journal article citation:
- Children and Youth Services Review, 26(1), January 2004, pp.1-14.
- Publisher:
- Elsevier
The Chicago Longitudinal Study investigates the life course development of 1539 children (93% African American and 7% Hispanic) who were born in 1979–1980, grew up in the highest-poverty neighborhoods in Chicago, and attended early childhood intervention programmes beginning in preschool. The goals of the study are to determine the effects of participation in the Child–Parent Center Programme, document patterns of child and family well-being over time and identify child, family, school and community factors that can promote children's well being. The authors describe major intervention findings of the study and summarize the contributions of a variety of personal, family, and school experiences in promoting long-term educational and social success.