Risky families are characterized by conflict and aggression and by relationships that are cold, unsupportive, and neglectful. These family characteristics create vulnerabilities and/or interact with genetically based vulnerabilities in offspring that produce disruptions in psychosocial functioning (specifically emotion processing and social competence), disruptions in stress-responsive biological regulatory systems, including sympathetic-adrenomedullary and hypothalamic-pituitary-adrenocortical functioning, and poor health behaviors, especially substance abuse. This integrated biobehavioral profile leads to consequent accumulating risk for mental health disorders, major chronic diseases, and early mortality. We conclude that childhood family environments represent vital links for understanding mental and physical health across the life span.

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Risky Families: Family Social Environments and the Mental and Physical Health of Offspring

Personality has consequences. Measures of personality have contemporaneous and predictive relations to a variety of important outcomes. Using the Big Five factors as heuristics for organizing the research literature, numerous consequential relations are identified. Personality dispositions are associated with happiness, physical and psychological health, spirituality, and identity at an individual level; associated with the quality of relationships with peers, family, and romantic others at an interpersonal level; and associated with occupational choice, satisfaction, and performance, as well as community involvement, criminal activity, and political ideology at a social institutional level.

Personality and the Prediction of Consequential Outcomes

Head Start is a preschool program for disadvantaged children which aims to improve their skills so that they can begin schooling on an equal footing with their more advantaged peers. Begun in 1965 as part of President Johnson’s “War on Poverty,” Head Start now serves over 800,000 children in predominantly part-day programs, almost 50 percent of eligible three and four year-old poor children (Children’s Defense Fund, 2000). Over time, federal funding has increased from $96 million in 1965 to $4.7 billion in 1999. There have been dozens of studies of Head Start and closely related preschool and early school enrichment programs. Some studies involve small-scale model programs, others evaluate large-scale public programs which are generally of somewhat lower quality than the model programs. This paper discusses what is known about these early childhood education programs: what they try to do; the extent to which they work; what can be said about their optimal timing, targeting, and content; and the circumstances in which the benefits of providing these programs—ranging from gains to the children to the value of child care provided to the parents—are likely to outweigh the costs. This review of the evidence concludes that these programs have significant short- and medium-term benefits, and that the effects are often greater for more disadvantaged children. Some of the model programs have produced exciting results in terms of improving educational attainment and earnings and reducing welfare dependency and crime. The jury is still out on Head Start, but a simple cost-benefit analysis suggests that Head Start would pay for itself in terms of

https://pubs.aeaweb.org/doi/pdfplus/10.1257/jep.15.2.213

Early childhood education programs

MARTIN, CAROL LYNN, and HALVERSON, CHARLES F., JR. A Schematic Processing Model of Sex Typing and Stereotyping in Children. CHILD DEVELOPMENT, 1981, 52, 1119-1134. The thesis of the present paper is that sex stereotyping is a normal cognitive process and is best examined in terms of information-processing constructs. A model is proposed in which stereotypes are assumed to function as schemas that serve to organize and structure information. The particular schemas involved in stereotyping are described, and the functions and biases associated with these schemas are elaborated. Both the development and maintenance of stereotypes are explained using the schematic processing model. The schematic model is found to be useful for explaining many of the results from sex-typing and stereotyping studies, as well as indicating areas needing further investigation. To describe the relation between sex schemas and other types of schemas, a typology is proposed which divides schemas according to whether they are potentially self-defining and according to their salience or availability. Using the typology, stereotyping and sex stereotyping are said to occur because the schemas involved are self-defining and salient. The role of salience in mediating the use of schemas is discussed.

A Schematic Processing Model of Sex Typing and Stereotyping in Children

The current meta-analytic study examined the differential impact of maltreatment and various socioeconomic risks on attachment security and disorganization. Fifty-five studies with 4,792 children were traced, yielding 59 samples with nonmaltreated high-risk children (n = 4,336) and 10 samples with maltreated children (n = 456). We tested whether proportions of secure versus insecure (avoidant, resistant, and disorganized) and organized versus disorganized attachments varied as a function of risks. Results showed that children living under high-risk conditions (including maltreatment studies) showed fewer secure (d = 0.67) and more disorganized (d = 0.77) attachments than children living in low-risk families. Large effects sizes were found for the set of maltreatment studies: maltreated children were less secure (d = 2.10) and more disorganized (d = 2.19) than other high-risk children (d = 0.48 and d = 0.48, respectively). However, children exposed to five socioeconomic risks (k = 8 studies, d = 1.20) were not significantly less likely to be disorganized than maltreated children. Overall, these meta-analyses show the destructive impact of maltreatment for attachment security as well as disorganization, but the accumulation of socioeconomic risks appears to have a similar impact on attachment disorganization.

Attachment security and disorganization in maltreating and high-risk families: a series of meta-analyses.

Two studies designed to (1) explore measurement issues for the construct domains of social competence and social support and (2) test a model relating social competence to social support and to child-parent attachment for low-income (primarily African American) preschool children attending Head Start are reported. In Study 1, the definition, measurement, and structure of the social competence construct are evaluated in 2 samples of children. For Study 1A, 167 4-year-old children were assessed with a battery of observation, interview, and Q-sort measures. Relations among the measures suggested a hierarchical structure that was tested using a structural equation model. Results from the analysis supported the conjecture that social competence should be viewed as a hierarchically organized construct. In Study 1B, the model was tested again for a group of 3- and 4-year-old children (n = 265), using a modified set of measures. The general structure of the model from Study 1A was reproduced in this independent sample, although paths from the second-order factor to lower-order factors were not perfectly coordinated across samples. In Study 2, data for a subset of the children in Study 1B (n = 182), gathered with respect to features of their social networks, were examined to assess the structure of their social support networks. Descriptive and structural equation analyses are reported. Sixty-nine of these children were observed at home with their mothers and described using the Waters Attachment Q-sort. A structural equation model testing relations consistent with causal pathways from attachment security to both social support networks and to social competence and from the social support network variable to social competence with peers fit these data with a high degree of confidence. Subsequent analyses locating social competence as antecedent to attachment security were not significant. We conclude that the construct domains of social competence and social support networks can be meaningfully measured for preschool children and that individual differences with respect to these construct domains are related to child-parent relationship qualities.

Social Competence, Social Support, and Attachment: Demarcation of Construct Domains, Measurement, and Paths of Influence for Preschool Children Attending Head Start

Influence of Sex Stereotypes on Children's Exploration and Memory. A Competence Versus Performance Distinction

When preschool children are exposed to novel objects, will their tactual and verbal information seeking about these objects and the amount of information they remember about these objects be influenced by whether an adult labels them as things “for girls” or “for boys”? The findings reveal that children actually explored less frequently, asked fewer questions, and recalled the names of objects less frequently when the objects were labeled for the opposite sex than when they were labeled either for their own sex or for both sexes. The results are discussed both in terms of implications for adults who aim to broaden the scope of learning available to children and in terms of the need for additional research to clarify the relation between sex-typed labeling and memory mechanisms involved in facilitating or inhibiting recall.

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The Effects of Sex-Typed Labeling on Preschool Children's Information-Seeking and Retention.

Parents of 47 preschool boys and girls kept diaries of their children's Christmas toy requests and gifts. While these children requested only 3.4 toys for Christmas, they received 11.6. Toys requested also increased with age, though toys received did not. Boys requested and received more vehicles than girls, while girls requested and received more domestic items than boys. Boys also received more spatial-temporal items than girls, and girls requested more dolls and musical items than boys.

Sex Differences in Adults' Gifts and Children's Toy Requests at Christmas:

(1984). Gender Differences in Preschool Children's Toy Requests. The Journal of Genetic Psychology: Vol. 145, No. 2, pp. 283-284.

Marilyn R. Bradbard

Papers

Social Competence, Social Support, and Attachment: Demarcation of Construct Domains, Measurement, and Paths of Influence for Preschool Children Attending Head Start

Influence of Sex Stereotypes on Children's Exploration and Memory. A Competence Versus Performance Distinction

The Effects of Sex-Typed Labeling on Preschool Children's Information-Seeking and Retention.

Sex Differences in Adults' Gifts and Children's Toy Requests at Christmas:

Gender Differences in Preschool Children's Toy Requests