Early Childhood Housing Instability and School Readiness
Article first published online: 27 MAR 2013
© 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.
Volume 85, Issue 1, pages 103–113, January/February 2014
How to Cite
Ziol-Guest, K. M. and McKenna, C. C. (2014), Early Childhood Housing Instability and School Readiness. Child Development, 85: 103–113. doi: 10.1111/cdev.12105
- Issue published online: 3 FEB 2014
- Article first published online: 27 MAR 2013
This study assesses the consequences of housing instability during the first 5 years of a child's life for a host of school readiness outcomes. Using data from the Fragile Families and Child Wellbeing Study (n = 2,810), this study examines the relation between multiple moves and children's language and literacy and behavior problems at age 5. The moderating role of poverty is further tested in this relation. The findings show that moving three or more times in a child's first 5 years is significantly associated with increases in attention problems, and internalizing and externalizing behavior, but only among poor children.