How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.

/pdf/from-neurons-to-neighborhoods-the-science-of-early-childhood-3bfl5g72ow.pdf

From Neurons to Neighborhoods: The Science of Early Childhood Development

▪ Abstract Socioeconomic status (SES) is one of the most widely studied constructs in the social sciences. Several ways of measuring SES have been proposed, but most include some quantification of family income, parental education, and occupational status. Research shows that SES is associated with a wide array of health, cognitive, and socioemotional outcomes in children, with effects beginning prior to birth and continuing into adulthood. A variety of mechanisms linking SES to child well-being have been proposed, with most involving differences in access to material and social resources or reactions to stress-inducing conditions by both the children themselves and their parents. For children, SES impacts well-being at multiple levels, including both family and neighborhood. Its effects are moderated by children's own characteristics, family characteristics, and external support systems.

Socioeconomic status and child development.

Family processes affecting the socioemotional functioning of children living in poor families and families experiencing economic decline are reviewed. Black children are of primary interest in the article because they experience disproportionate shares of the burden of poverty and economic loss and are at substantially higher risk than white children of experiencing attendant socioemotional problems. It is argued that (a) poverty and economic loss diminish the capacity for supportive, consistent, and involved parenting and render parents more vulnerable to the debilitating effects of negative life events, (b) a major mediator of the link between economic hardship and parenting behavior is psychological distress deriving from an excess of negative life events, undesirable chronic conditions, and the absence and disruption of marital bonds, (c) economic hardship adversely affects children's socioemotional functioning in part through its impact on the parent's behavior toward the child, and (d) father-child relations under conditions of economic hardship depend on the quality of relations between the mother and father. The extent to which psychological distress is a source of race differences in parenting behavior is considered. Finally, attention is given to the mechanisms by which parents' social networks reduce emotional strain, lessen the tendency toward punitive, coercive, and inconsistent parenting behavior, and, in turn, foster positive socioemotional development in economically deprived children.

The Impact of Economic Hardship on Black Families and Children: Psychological Distress, Parenting, and Socioemotional Development

Carnegie Mellon UniversityA developmental trajectory describes the course of a behavior over age or time. Agroup-based method for identifying distinctive groups of individual trajectorieswithin the population and for profiling the characteristics of group members isdemonstrated. Such clusters might include groups of "increasers." "decreasers,"and "no changers." Suitably defined probability distributions are used to handle 3data types—count, binary, and psychometric scale data. Four capabilities are dem-onstrated: (a) the capability to identify rather than assume distinctive groups oftrajectories, (b) the capability to estimate the proportion of the population followingeach such trajectory group, (c) the capability to relate group membership probabil-ity to individual characteristics and circumstances, and (d) the capability to use thegroup membership probabilities for various other purposes such as creating profilesof group members.

Analyzing developmental trajectories: A semiparametric, group-based approach

This article introduces a new SAS procedure written by the authors that analyzes longitudinal data (developmental trajectories) by fitting a mixture model. The TRAJ procedure fits semiparametric (discrete) mixtures of censored normal, Poisson, zero-inflated Poisson, and Bernoulli distributions to longitudinal data. Applications to psychometric scale data, offense counts, and a dichotomous prevalence measure in violence research are illustrated. In addition, the use of the Bayesian information criterion to address the problem of model selection, including the estimation of the number of components in the mixture, is demonstrated.

https://www.andrew.cmu.edu/user/bjones/pdf/ref1.pdf

A SAS procedure based on mixture models for estimating developmental trajectories

A developmental model of antisocial behavior is outlined. Recent findings are reviewed that concern the etiology and course of antisocial behavior from early childhood through adolescence. Evidence is presented in support of the hypothesis that the route to chronic delinquency is marked by a reliable developmental sequence of experiences. As a first step, ineffective parenting practices are viewed as determinants for childhood conduct disorders. The general model also takes into account the contextual variables that influence the family interaction process. As a second step, the conduct-disordered behaviors lead to academic failure and peer rejection. These dual failures lead, in turn, to increased risk for depressed mood and involvement in a deviant peer group. This third step usually occurs during later childhood and early adolescence. It is assumed that children following this developmental sequence are at high risk for engaging in chronic delinquent behavior. Finally, implications for prevention and intervention are discussed.

A developmental perspective on antisocial behavior.

Social Health education is vital because students learn how to regulate their emotions, develop healthy relationships, and gain effective communication styles; therefore, knowing how to advocate for it is equally important. This article outlines simple steps to help any family and consumer
 sciences (FCS) professional advocate for their field of study. The steps that led to the sponsorship of a legislative bill that requires Social Health education for all Tennessee middle schools are described. Although the the bill did not pass second rounds, the attention that Social Health
 gained through the advocating process is noteworthy. The process for advocating for Social Health is presented in easy-to-replicate steps that include recognizing the need, making the case, implementing the content, bringing awareness, approaching legislators, and rallying community support.

Elizabeth Ramsey

Papers

A developmental perspective on antisocial behavior.

Advocating for Social Health Education: We Need It Now More Than Ever