Sentences with phrase «poor early childhood outcomes»

Expectant or new parents screened and / or assessed as moderate to high risk for child maltreatment and / or poor early childhood outcomes (e.g., mental health issues, domestic violence, substance abuse, poverty, housing, lack of education, lack of social support, etc.).

Not exact matches

«The results strongly point to the notion that the effects of poor neonatal health on adult outcomes are largely determined early — in early childhood and the first years of elementary school,» the researchers wrote in the study.

Much of the public conversation around school improvement focuses on early childhood and the elementary years, in an effort to prevent or lessen inequitable outcomes for poor children.

An analysis of the Early Childhood Longitudinal Study (ECLS - K) revealed that children who become overweight between kindergarten and 3rd grade have poorer school outcomes than those who did not become overweight during the early grEarly Childhood Longitudinal Study (ECLS - K) revealed that children who become overweight between kindergarten and 3rd grade have poorer school outcomes than those who did not become overweight during the early grearly grades.

Conclusions From very early childhood, social disadvantage was associated with poorer outcomes across most measures of physical and developmental health and showed no evidence of either strengthening or attenuating at older compared to younger ages.

In 2010, more than 1 in 5 children were reported to be living in poverty.6, 10 Economic disadvantage is among the most potent risks for behavioral and emotional problems due to increased exposure to environmental, familial, and psychosocial risks.11 — 13 In families in which parents are in military service, parental deployment and return has been determined to be a risk factor for behavioral and emotional problems in children.14 Data from the 2003 National Survey of Children's Health demonstrated a strong linear relationship between increasing number of psychosocial risks and many poor health outcomes, including social - emotional health.15 The Adverse Childhood Experience Study surveyed 17000 adults about early traumatic and stressful experiences.

Our findings add insight into the pathways linking early childhood adversity to poor adult wellbeing.29 Complementing past work that focused on physical health, 9 our findings provide information about links between ACEs and early childhood outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in early childhood were associated with poor foundational skills, such as language and literacy, that predispose individuals to low educational attainment and adult literacy, both of which are related to poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every outcome examined.

Several studies suggest that excessive media use in early childhood predicts poorer developmental outcomes.

Relative to children with no ACEs, children who experienced ACEs had increased odds of having below - average academic skills including poor literacy skills, as well as attention problems, social problems, and aggression, placing them at significant risk for poor school achievement, which is associated with poor health.23 Our study adds to the growing literature on adverse outcomes associated with ACEs3 — 9,24 — 28 by pointing to ACEs during early childhood as a risk factor for child academic and behavioral problems that have implications for education and health trajectories, as well as achievement gaps and health disparities.

In a national urban sample, experiencing ACEs in early childhood was associated with poor teacher - reported academic and behavioral outcomes in kindergarten.

Additional research has further substantiated the tie between childhood adversity and negative outcomes, including poor academic achievement, incarceration, unemployment, poverty, disability, and early death.1, 3,4,13 — 24

Early childhood behavioural difficulties are increasingly prevalent and raise the risk of poorer outcomes later in life.

Childhood LD are over-represented among homeless adults with complex comorbidities and predict a range of poor health outcomes in adulthood, including mood and anxiety disorders, suicidal ideation, early and severe substance use and physical health problems.

Garner provides the biological impacts of in utero and early childhood adversity and toxic stress, which we now understand to be the underpinnings of poor child outcomes.

In addition, many early childhood interventions have focused on children at risk of poor health and behavior outcomes by virtue of family poverty or disability.

The first 5 years of life are critical for the development of language and cognitive skills.1 By kindergarten entry, steep social gradients in reading and math ability, with successively poorer outcomes for children in families of lower social class, are already apparent.2 — 4 Early cognitive ability is, in turn, predictive of later school performance, educational attainment, and health in adulthood5 — 7 and may serve as a marker for the quality of early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.Early cognitive ability is, in turn, predictive of later school performance, educational attainment, and health in adulthood5 — 7 and may serve as a marker for the quality of early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.9, 10

Associated outcomes include negative infant temperament, 24 insecure attachment, 25 cognitive and language development difficulties, 26 lower self - esteem and other cognitive vulnerabilities to depression in five year olds, 27 and poorer peer relations in early childhood.28

The Early Childhood Mental Health Project was designed at Educare Chicago to promote age - appropriate social - emotional development among children who were at risk of poor development and school outcomes.

In the last 20 years, parenting programs initiated in early childhood have been increasingly targeted at families whose children are at increased risk for poor social and emotional outcomes.

Housing instability and homelessness in early childhood are associated with poorer outcomes in language, literacy, and social - emotional development.

While several studies have demonstrated stability and poor outcomes of internalizing symptoms in preschoolers, there has not yet been longitudinal data available to inform the course of preschool depression and whether it shows homotypic continuity into early childhood.

Previous research in the field has reported correlations between social isolation in early to middle childhood and a range of poor outcomes, including internalising and externalising behaviours e.g. (Bukowski & Adams 2005).

To date, several studies have followed up preschoolers with internalizing symptoms or disorders and established stability as well as risk of poor later childhood outcomes.31, 32 Furthermore, associations between temperament during the preschool period and later risk of depression in early adulthood have been demonstrated.33 However, to our knowledge this is the first available longitudinal follow - up data from a sample of 3 - to 6 - year - old children who met DSM - IV MDD symptom criteria to inform the continuity and course of preschool MDD.