Citation

Brody GH, Stoneman Z, McCoy JK. Early Child Res. Q. 1994; 9(3-4): 407-425.

Copyright

(Copyright © 1994, Elsevier Publishing)

DOI

10.1016/0885-2006(94)90017-5

PMID

unavailable

Abstract

We empirically evaluated the associations of hypothesized protective and risk factors with assessments of social, literacy, and cognitive competence in a sample of Head Start graduates attending kindergarten in rural Georgia. The sample included 117 former Head Start children and their primary caregivers, who were assessed during the fall of the children's kindergarten year. The participating families--59% African American, 39% white, and 1 % Latin American--lived in four rural counties in northeast Georgia. Data were obtained from caregivers, teachers, and children, using a multimethod, multi-informant research design. Caregivers provided information about developmental goals, family processes, and their own psychological functioning; and the children and their kindergarten teachers provided socioemotional, literacy, and cognitive-competence information. The results support the hypothesized relations between the child-competence measures and protective factors, especially caregiver self-esteem, endorsement of independence-promoting developmental goals, co-caregiver support and communication, and engaged, responsive, and cognitively challenging caregiver-child interactions. The results also support the hypothesis that caregiver distress and conflicted family relationships are associated with negative developmental outcomes for former Head Start children attending kindergarten.