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Duration and Developmental Timing of Poverty and Children's Cognitive and Social Development From Birth Through Third Grade
Author(s) -
Virginia D. Allhusen,
Jay Belsky,
Cathryn BoothLaForce,
Robert H. Bradley,
Celia A. Brownell,
Margaret Burchinal,
Susan B. Campbell,
K. Alison Clarke-Stewart,
Martha J. Cox,
Sarah L. Friedman,
Kathryn HirshPasek,
Aletha C. Huston,
Janice R. Kelly,
Bonnie Knoke,
Nancy L. Marshall,
Kathleen McCartney,
Fred Morrison,
Phil Nader,
Marion O’Brien,
Margaret Tresch Owen,
Ross D. Parke,
Chris Payne,
Robert C. Pianta,
Wendy Wagner Robeson,
Susan J. Spieker,
Deborah Lowe Vandell,
Marsha Weinraub
Publication year - 2005
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2005.00878.x
Subject(s) - poverty , psychology , developmental psychology , child development , cognition , cognitive development , duration (music) , psychiatry , economics , economic growth , art , literature
Relations of duration and developmental timing of poverty to children's development from birth to age 9 were examined by comparing children from families who were never poor, poor only during the child's infancy (0–3 years of age), poor only after infancy (4–9 years of age), and chronically poor. Chronically poor families provided lower quality childrearing environments, and children in these families showed lower cognitive performance and more behavior problems than did other children. Any experience of poverty was associated with less favorable family situations and child outcomes than never being poor. Being poor later tended to be more detrimental than early poverty. Mediational analyses indicated that poverty was linked to child outcomes in part through less positive parenting.

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