Students’ gains from Pre-K converge with similar students who did not attend Pre-K in elementary school. One theory for convergence is that students who attend Pre-K enter kindergarten classrooms that are skill heterogeneous, and these students are positioned near the top of the classroom skill distribution. Kindergarten teachers, however, focus their instruction on students toward the bottom of the skill distribution, which generates observed convergence. We explore this theory by analyzing data from six rural school districts in North Carolina (N = 655, aged 4–6, 51 % female, 77 % non-White). We find mixed evidence in support of this hypothesis. Our measures of kindergarten classroom heterogeneity were inconsistently related to skill convergence based on both the outcome measure and the specific construction of the heterogeneity measure, but all significant associations were in the predicted direction.

Children’s representational models of self and relationship quality with caregivers in the context of intimate partner violence (IPV) were investigated using family drawings created by children in their first-grade year. The present study examines the mediating role of mothers’ and fathers’ sensitive parenting behaviors in the relations between IPV and children’s representations of relationship quality with mothers and fathers. The sample ( N = 947) is drawn from a longitudinal study of rural poverty exploring the ways in which child, family, and contextual factors shape development over time. Results of analyses indicate significant associations between IPV, sensitive parenting, and children’s representation of relationship quality with mothers and fathers. There was a significant indirect effect from IPV on children’s representation of relationship quality with fathers through paternal parenting behaviors. The findings from this study suggest that exposure to violence may affect how children view their family relationships and that fathers’ parenting behavior is a key mediating process. Implications of the findings and directions for future study are proposed.

Objective The current study examined the contributions of cultural and economic contexts and family, child, and parent characteristics to explain variation within and between mothers' and fathers' mental state talk (i.e., cognition, desire, modulation of assertion, and other mental state talk) to their 6-month-old infants. Background Growing evidence supports the importance of mental state talk for children, yet few studies have examined factors that might contribute to this type of verbal input. Method In a sample of 582 African American and European American mothers and 582 African American and European American fathers living in low-wealth rural areas, we explored the extent to which cultural context (ethnicity), economic context (income), family characteristics (partners' use of mental state talk), child characteristics (gender, attention, distress to novelty), and parent characteristics (parental sensitivity) contribute to mothers' and fathers' use of mental state talk in a series of multilevel models. Results Results suggest that parental sensitivity was positively associated with mental state talk for both mothers and fathers, and child attention was positively associated with mental state talk for mothers with significant but small effect sizes. Fathers' mental state talk contributed positively to mothers' mental state talk, but this was true only for African American families. Conclusion Our identified main effects and significant interaction enhance our understanding of factors that contribute to mothers' and fathers' mental state talk with their preverbal infants.

Identifying skills at entry to school that promote academic success has been a major goal for policy and research. The current study categorized school-entry skills as academic (i.e., math and reading skills), cognitive (i.e., language and executive functioning), and social-emotional (i.e., externalizing and internalizing problems) skills and asked to what extent each predicted school-age skills. Data were drawn from the Family Life Project, a representative birth cohort study of 1292 children living in low-wealth rural communities. Children's academic, cognitive, and social-emotional skills were assessed prior to kindergarten and used to predict longitudinal trajectories in math, reading, language, and social-emotional skills from kindergarten through third grade. Findings indicate that school-entry skills within a given domain were the strongest predictor of the level of school-age skills within that domain, but the magnitude of those associations diminished over time. Higher levels of language and executive function, and lower levels of internalizing problems were the only school-entry skills to predict larger gains in skills during the first four years of elementary school. These results suggest that greater focus on both cognitive and social-emotional skills during early childhood may be warranted. (C) 2019 Published by Elsevier Inc.

A growing literature provides evidence of long-term effects of childhood sexual trauma (CST), however the intergenerational consequences of CST are not well understood. In the current study we examine the adjustment of children whose mothers reported a history of CST compared to children whose mothers did not report childhood trauma across multiple domains of functioning. Data for these analyses were obtained from a longitudinal study of low-income, rural families. Propensity score matching (PSM) methodology was used to create a contrast group matched on maternal family of origin variables in an effort to isolate and examine the long-term associations of maternal CST history beyond the effects of other childhood adversities such as poverty (total N = 204). After controlling for numerous child and primary caregiver covariates, findings indicate that a maternal history of CST is related to higher levels of teacher reports of behavioral problems and academic skills in the classroom setting in Kindergarten and First grade. This study adds to the growing literature on the effects of maternal CST on offspring development. Implications for interventions with children with mothers reporting a history of CST and directions for future study are proposed.

The current study examined associations over an 18-month period between maternal work Stressors, negative work-family spillover, and depressive symptoms in a sample of 414 employed mothers with young children living in six predominantly nonmetropolitan counties in the Eastern United States. Results from a one-group mediation model showed that a less flexible work environment and greater work pressure predicted higher levels of depressive symptoms and, further, that these associations were mediated by perceptions of negative work-family spillover. Additionally, results from a two-group mediation model suggested that work pressure predicted greater perceptions of spillover only for mothers employed full-time. Findings suggest the need for policies that reduce levels of work stress and help mothers manage their work and family responsibilities.

States and the federal government have invested in early care and education programs with an explicit goal of improving school readiness for low-income children. These investments, aimed at strengthening the quality of care and supporting families’ access to high-quality settings, are based in part on a confluence of research findings showing a link between program quality and children’s outcomes. Specifically: