Oscar Barbarin, Donna Bryant, Terry McCandies, Margaret Burchinal, Diane Early, and Richard Clifford, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill; Robert Pianta, Curry School of Education, University of Virginia; Carollee Howes, School of Education, University of California at Los Angeles.
Children Enrolled in Public Pre-K: The Relation of Family Life, Neighborhood Quality, and Socioeconomic Resources to Early Competence
Article first published online: 24 MAR 2010
2006 American Orthopsychiatric Association
American Journal of Orthopsychiatry
Volume 76, Issue 2, pages 265–276, April 2006
How to Cite
Barbarin, O., Bryant, D., McCandies, T., Burchinal, M., Early, D., Clifford, R., Pianta, R. and Howes, C. (2006), Children Enrolled in Public Pre-K: The Relation of Family Life, Neighborhood Quality, and Socioeconomic Resources to Early Competence. American Journal of Orthopsychiatry, 76: 265–276. doi: 10.1037/0002-94220.127.116.115
This article has been designated as a CE/CME credit opportunity. For information on how to earn this credit, see p. 277.
The NCEDL Multi-State Study of Pre-Kindergarten is being conducted by a team of researchers including Oscar Barbarin, Donna Bryant, Margaret Burchinal, Richard Clifford, and Diane Early at the University of North Carolina at Chapel Hill, Carollee Howes at UCLA, and Robert Pianta at the University of Virginia.
This study is supported by the Foundation for Child Development, The Rockefeller Brothers Fund, the McCormick Tribune Foundation, and under the Educational Research and Development Center Program, PR/A ward Number R307A960004, as administered by the Institute of Education Sciences, U.S. Department of Education. However, the contents do not necessarily represent the positions or policies of the U.S. Department of Education or any of our hinders, and endorsement by them should not be assumed.
NCEDL is grateful for the help of the many children, parents, teachers, administrators, and field staff who part of this study.
- Issue published online: 24 MAR 2010
- Article first published online: 24 MAR 2010
- Accepted May 5, 2005
This article presents data on the family and social environments of 501 children enrolled in public sponsored pre-K in 5 states and tests the relation of these resources to child competence. Structured interviews and questionnaires provide information from parents about the family's social and economic status. Direct assessments and teacher reports provide data on children's literacy, numeracy, and behavioral problems. A majority of the children served in public pre-K lived in poverty and showed decrements in language but not in other domains. A socioeconomic resource factor consisting of parental education, household income, and material need predicted all domains of children's functioning. Children from households high in socioeconomic resources entered pre-K with more well developed language and math skill but fewer behavioral problems than their disadvantaged peers. Neighborhood quality status was related to language competence and mother's marital status to math competence. Neighborhood quality and income level may have their impact on child competence through their relation to dyadic quality and the health and the psychological well-being of the parents.