IDEAS home Printed from https://ideas.repec.org/a/eee/cysrev/v70y2016icp19-29.html
   My bibliography  Save this article

Chaotic experiences and low-income children's social-emotional development

Author

Listed:
  • Bobbitt, Kaeley C.
  • Gershoff, Elizabeth T.

Abstract

Development in early childhood is increasingly likely to take place in multiple contexts. Continuity and discontinuity in children's experiences across multiple contexts have important implications for their development. This study examines the extent to which children experience chaos in their homes and in their preschool settings is linked with their social-emotional development over the course of the preschool year. Data from a large, representative sample of low-income preschool children attending Head Start was used to test a series of multi-level models. Children whose experiences of their homes were highly chaotic, regardless of the how chaotic their experiences of their classroom were, decreased in their social-emotional skills over the preschool year. Chaotic experiences in the home environment thus appear to have more influence on children's development than do chaotic preschool experiences.

Suggested Citation

  • Bobbitt, Kaeley C. & Gershoff, Elizabeth T., 2016. "Chaotic experiences and low-income children's social-emotional development," Children and Youth Services Review, Elsevier, vol. 70(C), pages 19-29.
  • Handle: RePEc:eee:cysrev:v:70:y:2016:i:c:p:19-29
    DOI: 10.1016/j.childyouth.2016.09.006
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0190740916302754
    Download Restriction: Full text for ScienceDirect subscribers only

    File URL: https://libkey.io/10.1016/j.childyouth.2016.09.006?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Tran, Henry & Winsler, Adam, 2011. "Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care," Children and Youth Services Review, Elsevier, vol. 33(11), pages 2241-2252.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Zilanawala, Afshin & Sacker, Amanda & Kelly, Yvonne, 2019. "Internalising and externalising behaviour profiles across childhood: The consequences of changes in the family environment," Social Science & Medicine, Elsevier, vol. 226(C), pages 207-216.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Schmitt, Sara A. & Mihalec-Adkins, Brittany & Lipscomb, Shannon T. & Pratt, Megan E. & Horvath, Gregor, 2022. "Longitudinal relations among child care stability during the prekindergarten year and behavior problems," Children and Youth Services Review, Elsevier, vol. 138(C).
    2. Daphna Bassok & Maria Fitzpatrick & Susanna Loeb & Agustina S. Paglayan, 2013. "The Early Childhood Care and Education Workforce from 1990 through 2010: Changing Dynamics and Persistent Concerns," Education Finance and Policy, MIT Press, vol. 8(4), pages 581-601, October.
    3. Greenburg, Jordan E. & Hines, Caitlin & Winsler, Adam, 2020. "Predictors of school mobility from public school pre-K to kindergarten," Children and Youth Services Review, Elsevier, vol. 119(C).
    4. Speirs, Katherine E. & Vesely, Colleen K. & Roy, Kevin, 2015. "Is stability always a good thing? Low-income mothers' experiences with child care transitions," Children and Youth Services Review, Elsevier, vol. 53(C), pages 147-156.
    5. Ansari, Arya & Winsler, Adam, 2013. "Stability and sequence of center-based and family childcare: Links with low-income children's school readiness," Children and Youth Services Review, Elsevier, vol. 35(2), pages 358-366.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:cysrev:v:70:y:2016:i:c:p:19-29. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.elsevier.com/locate/childyouth .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.