<div>This dissertation includes two studies. The first study investigated longitudinal associations
between the home and classroom environments at age 3 and academic and social outcomes at
age 9 as well as the mediating role of attention regulation and language in these associations.
Study 2 examined the continuity and change in the level of the quality of the home environment
across ages 3 to 5 and its association with school readiness outcomes at age 5. Data for both
studies came from four waves (baseline, age 3, 5 and 9) from the Fragile Families and Child
Wellbeing study, which includes 4898 children (52.4% male) and primary caregivers. Twenty
one percent of the mothers for the total sample were White, 47% were Black, 27% were
Hispanic, and 4% identified as other. Sixty five percent of mothers had an education level of high
school or less, 24% completed some college, 11% had a college degree or higher. Results for
study 1 indicated that better quality home and classroom environments at age 3 were related to
stronger language skills at age 5, and the quality of the classroom environment was significantly
related to better attention regulation at age 5. Further, mediation analyses indicated that
children’s language skills at age 5 mediated the associations between both early contexts and
later academic skills, and attention regulation at age 5 mediated associations between the
classroom environment and later academic skills. Results for study 2 indicated that there was not
stability in the quality of the home environment between the ages of 3 to 5. In addition, higher
quality home environments at age 3 and change in the quality of the home environment predicted
greater gains in children’s attention regulation, language, and social emotional competence.
Taken together, findings from these studies inform our understanding of the importance of early
environments for children’s school readiness and later skills and have potential implications for
future research, policy, and interventions designed to promote healthy development in early and
middle childhood. <br></div>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/7469642 |
| Date | 16 January 2019 |
| Creators | Irem Korucu Kiroglu (5929907) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/Pathways_to_Early_School_Success_Exploring_the_Individual_and_Collective_Contributions_of_Contextual_Factors_and_School_Readiness_Skills/7469642 |
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