Childhood Longitudinal Study-Birth Cohort Research Articles

Preliminary Validation of the Multidimensional Father Involvement Scale for Low-Income Fathers

Abstract: The current study represents a preliminary validation of the Multidimensional Father Involvement Scale (MFIS), a measure to assess father involvement among cohabiting and non-cohabiting low-income fathers of children (6 months– 11 years old). The 43-item scale includes items modified from the Inventory of Father Involvement (A. Hawkins et al., 2002) and Early Childhood Longitudinal Study–Birth Cohort (Bronte-Tinkew et al., 2007) and additional items to assess indirect behavioral and nonbehavioral (affective, cognitive, and ethical) involvement. Study 1, which included interviews with low-income fathers (15 Black and 4 Latino), supported face and construct validity. Study 2, which included 125 (61.6% White, 16.8% Black, and 15.2% Latino) low-income cohabiting fathers, supported concurrent and discriminant validity. Although confirmatory factor analysis did not support the hypothesized factors, the MFIS had strong internal consistency (α = .95) and appears to be a promising measure for assessing a broad range of father involvement among low-income and racial minority fathers.

A Closer Look at the Birth Order Effect on Early Cognitive and School Readiness Development in Diverse Contexts.

Using the Early Childhood Longitudinal Study–Birth Cohort data, we examined the effect of birth order (firstborn vs. later-born) on children's cognitive skills at 24 months and school readiness (i.e., math and literacy) skills at age 4 years. Previous research in the U.S. using predominantly English-speaking, low-risk samples suggests that firstborns tend to show better early cognitive and school readiness skills than later-born children. However, results of the current study showed that although there was a firstborn advantage in low-risk or English-speaking families, in high-risk or language minority families, later-born children showed equivalent or even better skills than firstborn children. Our moderated mediation models revealed that children's engagement in home learning activities mediated the relation between birth order and developmental outcomes, and families' cumulative risks and language minority status moderated the mediation pathways. These findings underscore the complex associations between birth order and early development in diverse ecological contexts.

Predictors of kindergarten‐reading performance for children with special needs: Do intervention intensity and service provider matter?

AbstractOver 1 million children under age 5 years who have special needs are served by early intervention and early childhood special education (EI/ECSE) intended to promote academic and non‐cognitive school readiness. Past research suggested these services may have null or negative effects on kindergarten‐reading skills, but these studies did not account for features of the services received by participants. Using data from the Early Childhood Longitudinal Study–Birth Cohort, this study explored the relations between kindergarten‐reading performance and EI/ECSE intensity and service provider. Analyses of a nationally representative sample of 550 participants (67% male, 63% White) indicated approximately 30% of the variance in kindergarten‐reading is explained by a combination of child characteristics, hours of service and type of providers. Results suggest EI/ECSE effectiveness varies slightly by service intensity and provider, highlighting the need for additional research about the optimal conditions under which these services may be administered.

Measurement and Identification of Parenting Behaviors Associated with Social-Emotional Outcomes in Children: The Racial and Cultural Appropriateness of a Commonly Used Parenting Measure.

The objective of this study was to examine parenting styles (observed parent-child interactions via the Two-Bag Task) associated with young children's socioemotional outcomes, comparing children from Mexican-American and African American families with children from their White counterparts. The Early Childhood Longitudinal Study Birth Cohort data were used to examine 6 global parenting styles with socioemotional outcomes at 48 months of age while controlling for both time-independent and time-depending sociodemographic, maternal mental health, and child characteristics. Data were stratified by race and ethnicity, and weighted longitudinal linear regressions models were estimated using STATA/Xtmixed. The 6 global parenting scores from the Two-Bag Task measures differed across White, African American, and Mexican-American groups of parents. White parents on average scored higher on parenting styles related to sensitivity, positive regard, and cognitive stimulation, whereas Mexican-American and African American parents scored lower. These parenting styles were associated with both approach to learning and social competence outcomes among White children but were nearly nonexistent for Mexican-American and African American children when adjusting for covariates. Our results highlight the need to critically evaluate measures of parenting behaviors used in research studies with racially and ethnically diverse families. Examining the comprehensive psychometric properties and cultural appropriateness of parenting measures for diverse families is important to optimally support child development for non-White children. Furthermore, a critical lens is important to mitigate the perpetuation of inaccurate research findings for Mexican-American and African American children.

Pregnancy-related weight among immigrant and US-born mothers: The role of nativity, maternal duration of residence, and age at arrival.

Objectives:The goals of this study were to examine the associations between nativity and pregnancy-related weight and to assess the associations between maternal duration of residence and age at arrival in the United States on pregnancy-related weight among immigrants.Methods:Using logistic regression and data from the Early Childhood Longitudinal Study–Birth Cohort, we assessed differences in preconception weight and gestational weight gain between US-born and immigrant women (N = 7000). We then analyzed differences in both outcomes by duration of residence among immigrants (n = 1850) and examined whether the identified relationships varied by age at arrival in the United States.Results:Compared to US-born mothers, immigrants were less likely to be classified as obese prior to pregnancy (odds ratio 0.435, 95% confidence interval, 0.321–0.590) or experience excessive gestational weight gain (odds ratio 0.757, 95% confidence interval, 0.614–0.978). Among the immigrant sub-sample, living in the United States for 10–15 years (odds ratio 2.737, 95% confidence interval, 1.459–5.134) or 16+ years was positively associated with both preconception obesity (odds ratio 2.918, 95% confidence interval, 1.322–6.439) and excessive gestational weight gain (odds ratio 1.683, 95% confidence interval, 1.012–2.797, 16+ years only). There was some evidence that the duration of residence was positively associated with preconception obesity, but only among women who had moved to the United States at age 18 years and older.Conclusion:In sum, while immigrants are less likely than US-born mothers to experience preconception obesity or excessive gestational weight gain, these outcomes vary among the former group by duration of US residence.

Supplemental nutrition assistance program and school readiness skills

This analysis examines the relationship between participating in the Supplemental Nutrition Assistance Program (SNAP) and school readiness skills, specifically in early reading, early math, and approaches to learning skills, among low-income children in their preschool to kindergarten-entry years. We also investigate whether this relationship differs depending on depth of household poverty. By using wave 3 and kindergarten-entry wave from the Early Childhood Longitudinal Study Birth Cohort (ECLS-B) data and the child fixed-effects approach as its main empirical strategy, we find strong evidence that SNAP is positively related to children's early math skills (0.22 standard deviation increase) and that this relationship is stronger for children who were in deep poverty and/or poverty prior to their receipt of SNAP. For early reading skills, although we find no significant main effect, the relationship between SNAP and early reading is stronger for children who lived in deep poverty before their SNAP receipt, compared to children who were not as poor. We also find suggestive evidence that SNAP is related to approaches to learning skills (0.3 standard deviation increase), though marginally significant, and that the relationship is much stronger among children who were in deep poverty than those who were not. Through these results, we provide strong support for the role of SNAP, especially for the most economically disadvantaged families, in advancing key school readiness skills that are important to children’s developmental outcomes.

The Black/White Skill Gap in Early Childhood: The Role of Parenting

Researchers have sought to understand why cognitive skill disparities between black and white children persist in American society, but the most thorough examinations study school-aged children during a period when the black/white skill gap is already well established. Using the Early Childhood Longitudinal Study–Birth Cohort of 2001, we find trivial black/white differences in cognitive skills at 10 months of age but large disparities at 24 and 48 months, suggesting that the gap emerges in force between 10 months and age four. Although black/white differences in parenting are a powerful predictor, these variations are driven by socioeconomic and related factors that directly and indirectly shape cognitive development gaps between black and white children.

Combined association of BTEX and material hardship on ADHD-suggestive behaviours among a nationally representative sample of US children.

Previous research shows that environmental and social factors contribute to the development of attention-deficit/hyperactivity disorder (ADHD). To determine the relationship between early-life exposure to common ambient air pollutants (benzene, toluene, ethylbenzene, and xylene, also known as BTEX), household material hardship (a measure of socio-economic status), and ADHD-suggestive behaviours in kindergarten-age children. Pollutant exposure estimated from the 2002 National Air Toxics Assessment ateach child's residential ZIP code at enrolment was linked to the Early Childhood Longitudinal Study Birth Cohort (n=4650). Material hardship was assigned as a composite score of access to food, health care, and housing. Kindergarten teachers rated children's behaviours and activity in the classroom using a five-point Likert scale. Children with summary scores in the bottom decile were classified as displaying ADHD-suggestive behaviours. Logistic regression models were constructed to estimate the association between both BTEX exposure and material hardship on ADHD-suggestive behaviours. The odds of displaying ADHD-suggestive behaviours were greater in children with combined high-level exposure to BTEX and in those experiencing material hardship (odds ratio 1.54, 95% confidence interval [CI] 1.12, 2.11, and OR 2.12, 95% CI 1.25, 3.59, respectively), adjusting for covariates. These associations were stronger when restricting the study population to urban areas. There was no evidence of interaction between early life BTEX exposure and material hardship, although the effects of BTEX exposure were slightly greater in magnitude among those with higher material hardship scores. Children exposed to air toxics, material hardship, or both early in life are more likely to display signs of ADHD-suggestive behaviours as assessed by their kindergarten teachers. The associations between exposures to air pollution and to socio-economic hardship were observed in all children but were particularly strong in those living in urban areas.

Race/ethnicity, human capital, and the selection of young children into early childhood education

Mexican-origin families face complex ethnic and immigration-based barriers to enrollment in early childhood education programs. As such, reducing barriers to enrollment for this population requires a better understanding of how Mexican-origin families work with, against, or around both general and group-specific constraints on educational opportunities. Using the Early Childhood Longitudinal Study–Birth Cohort, this study tailored broad social theory to the experience of Mexican-origin families to examine associations between human capital considerations and early childhood education enrollment within this population. Results supported the hypothesis that human capital considerations would be associated with early childhood care and education and provide limited evidence for the expectation that this link would be stronger for Mexican-origin families.

Ready or not? Teachers’ perceptions of young children’s school readiness

Using a nationally representative dataset of young children in the United States (the Early Childhood Longitudinal Study–Birth Cohort), the purpose of this study was to test the associations between teachers’ perceptions of preschoolers’ ( N = 3350) school readiness and actual academic readiness levels, as measured by math and reading assessments. The dimensions of readiness included social/emotional, behavioral, cognitive, and physical well-being. The findings suggest that teachers’ perceptions of various aspects of readiness may matter differently for math and reading achievement as well as for certain racial/ethnic groups. Teachers’ perceptions of all domains of readiness appear to be an important predictor of math achievement for Black children. Perceptions of behavior were negatively associated with academic readiness for Hispanic children, yet significantly and positively associated with math achievement for Black children. Teachers’ perceptions of cognitive readiness were only positively associated with academic readiness for Black children. Training, education, and support for establishing close teacher–child relationships may maximize preschoolers’ academic readiness by promoting social/emotional, behavioral, cognitive, and physical well-being.

Nonparental Caregivers, Parents, and Early Academic Achievement Among Children from Latino/a Immigrant Households

Drawing on ecological systems and social capital perspectives, this study uses the Early Childhood Longitudinal Study–Birth Cohort to investigate links between early nonparental caregiver beliefs about early academic skills and children’s math and reading achievement in kindergarten with special attention to the children from Latino/a immigrant households. Regression analyses revealed that nonparental caregiver beliefs were associated with academic achievement at kindergarten entry and that types of alignment or misalignment between nonparental caregiver and parental beliefs were differentially associated with math achievement but not reading. Notably, the association between nonparental caregiver beliefs and children’s academic achievement was more consequential for children from Latino/a immigrant households. Results suggest that having nonparental caregivers with low early academic skills beliefs may be especially detrimental for children from Latino/a immigrant households.

Gender, Couples’ Fertility Intentions, and Parents’ Depressive Symptoms

Unintended childbearing is associated with poorer parental well-being, but most scholarship in this area takes an individual-level approach to unintended childbearing. Drawing on couple data from the Early Childhood Longitudinal Study–Birth Cohort (ECLS-B), I treat unintended childbearing as a couple-level construct to provide a more comprehensive understanding of how individuals’ intentions, partners’ intentions, and gender are linked with psychological distress in the transition to parenthood. I make two chief contributions to prior research. First, the inclusion of fathers’ perspectives provides an important addition to research, which primarily focuses on mothers’ unintended childbearing. Second, I assess gender differences in the association between couples’ intentions and health. For mothers, one’s own intentions appeared most closely tied to distress regardless of the father’s intentions, whereas fathers reported more depressive symptoms if either parent did not intend the birth. Formal post-estimation tests of differences in the magnitude of coefficients for mothers and fathers suggest few gender differences exist in the association between couples’ intentions and psychological distress. For mothers and fathers alike, belonging to a couple where neither parent intended the birth was consistently associated with the highest levels of distress. Implications for policy and research are discussed in relation to findings.

Parental Beliefs About School Readiness, Home and School-Based Involvement, and Children’s Academic Achievement

ABSTRACTThe current study uses nationally representative data drawn from the Early Childhood Longitudinal Study–Birth Cohort (ECLS-B) to estimate a structural equation model that examines the associations among parents’ academic and behavior-oriented school readiness beliefs, home- and school-based parental involvement, and children’s academic achievement during the transition to kindergarten, while examining variation in parents’ beliefs and involvement by socioeconomic status and race/ethnicity. Findings indicate that parents who place more importance on behavioral skills and attributes engage in more home-based parental involvement activities during preschool, which, in turn, positively predicts children’s reading and mathematics achievement at kindergarten entry. Findings also indicate that Black and Hispanic parents place more importance on behavioral attributes in comparison to White parents, holding socioeconomic status constant. These findings have practical implications for educators and policymakers who aim to enhance home–school partnerships and parent education programs that intend to maximize parental involvement during early childhood.

Effects of child care subsidy on school readiness of young children with or at-risk for special needs

Children with special needs are now a population of special interest under federal child care policy. Findings on the effects of child care subsidy for the general population are mixed, but no studies have considered the effects for children with or at-risk for special needs. The purpose of this study was to ascertain the average effects of child care subsidies on school readiness of children with or at-risk for special needs. Using data for 1250 participants in the Early Childhood Longitudinal Study–Birth Cohort, we applied propensity score matching and regression analyses to estimate subsidy’s effects on kindergarten academic and behavioral competencies of children with or at-risk for special needs who came from low-income families. Results indicated that for the average recipient, subsidized child care had significant negative effects on early literacy (d = 0.21) and numeracy (d = 0.18), and no significant effects on communication, impulsivity, hyperactivity, and prosocial behavior. These findings add to a growing number of largescale analyses showing negative or null effects of subsidized care on early childhood outcomes and highlight the need for continued attention to the appropriateness and effectiveness of subsidized child care, particularly for children with or at-risk for special needs.

Childcare Instability and Maternal Depressive Symptoms: Exploring New Avenues for Supporting Maternal Mental Health

ObjectiveWe investigated links between childcare experiences—specifically, care instability and mothers' perceptions of care access—and maternal depressive symptoms in an effort to illuminate policy-amenable mechanisms through which childcare experiences can support maternal mental health. MethodsData were taken from the nationally representative Early Childhood Longitudinal Study–Birth Cohort. We used regression models with lagged dependent variables to estimate associations between aspects of childcare instability and perceptions of care availability and maternal depressive symptoms. We did so on the full sample and then on subgroups of mothers for whom childcare instability may be especially distressing: mothers who are low income, working, single, or non-native speakers of English. ResultsChildcare instability—length in months in the longest arrangement and number of arrangements—was not associated with maternal depressive symptoms. However, mothers’ perceptions of having good choices for care were associated with a reduced likelihood of clinical depressive symptoms, even after controlling for prior depressive symptoms and concurrent parenting stress; this latter association was observed both in the full sample (adjusted odds ratio [AOR] = 0.77; 95% confidence interval [CI] = 0.63–0.96) and among subgroups of employed mothers (AOR = 0.71; CI = 0.57–0.87) and single mothers (AOR = 0.72; CI = 0.52–0.99). ConclusionsAlthough dimensions of care instability did not associate with maternal depressive symptoms, mothers’ perceptions of available care options did. If replicated, findings would highlight a previously unconsidered avenue—increasing care accessibility and awareness of available options—for promoting maternal mental health in a population likely to experience depression but unlikely to be treated.

Relationship Conflict, Work Conditions, and the Health of Mothers With Young Children

Past research has shown that marital conflict is associated with poorer health among women and that new children come with declines in relationship quality and increased stress. The primary aim of this study was to explore how these two patterns converge-and what might buffer the risks of both to women's health. We do so by examining the potential for paid work, more often thought of as a stressor for women managing family roles and relationships, to help women weather tensions at home while raising young children. Drawing on the work-family facilitation and research substitution perspectives, structural equation modeling analyzed integrated data from the Early Childhood Longitudinal Study-Birth Cohort and the Occupational Information Network database. The models revealed evidence that work characteristics can be protective. Specifically, the negative association between relationship conflict and mothers' health was weaker when mothers or their partners worked in jobs with positive social-psychological conditions, such as feelings of sociability and support. These findings highlight the potential for work-family facilitation among new mothers.

Childcare Type and Quality among Subsidy Recipients with and without Special Needs.

Low-income children, particularly those with special needs, may have limited access to high quality early care experiences. Child care subsidies are intended to increase families' access to quality care, but little is known about subsidy use by children with special needs. Using a nationally representative sample of 4,000 young children who participated in the Early Childhood Longitudinal Study - Birth Cohort, we examined the types and quality of childcare received by children with and without special needs who came from subsidy eligible families. We also investigated the extent to which subsidy use and child and family sociodemographic characteristics predicted care type and quality among young children with special needs who used childcare subsidies at nine months, two years, and four years. Findings indicated that subsidies increased the use of non-parental care, mainly center-based care, as well as home-based care to a lesser extent among children with special needs relative to peers without special needs and relative to peers with special needs who did not use subsidies. However, use of subsidy did not consistently result in families with children with special needs accessing higher quality care. Sociodemographic characteristics of children, families and their context were differentially predictive of type and quality care. We discuss implications for practice and policy to foster quality early care and education of young children with special needs who are receiving subsidies.

Food Insecurity and Violence in the Home: Investigating Exposure to Violence and Victimization Among Preschool-Aged Children.

Children experiencing or witnessing violence in the home are at risk of a number of cognitive, social, and behavioral challenges as they age. A handful of recent studies have suggested that food insecurity may be one factor associated with violence against children in the home. The present study uses data from the Early Childhood Longitudinal Study-Birth Cohort to explore the link between household food insecurity during the first three waves of data collection (i.e., the first few years of life) and witnessing or being the victim of violence in the home among very young children (~ age 4). The results suggest that the predicted probability of early childhood exposure to violence and/or victimization in the home is nearly 6 times greater in persistently food-insecure households (i.e., households that are food insecure across all three waves) relative to food secure households. Limitations and avenues for future research are noted.

Patterns and predictors of childcare subsidies for children with and without special needs

One goal of childcare subsidies is to increase access to quality childcare for families of low-income, thus supporting child and family wellbeing, but subsidies may not equally benefit children with and without special needs. This study examined patterns and predictors of subsidy use among children with disabilities or delays relative to children without special needs. A nationally representative sample of approximately 4050 young children from families of low-income was drawn from the Early Childhood Longitudinal Study–Birth Cohort. We examined subsidized care receipt at ages nine months, two years, and four years using descriptive analyses and multivariate logistic regression. Results suggest young children with special needs utilize childcare subsidies at significantly lower rates than their peers without disabilities. Mothers' marital status, work status, education, and age, along with child's race and number of siblings were significant predictors of subsidy use. We discuss implications for policy implementation and multisector collaboration to support the early care and education of young children with special needs.

Preschool attendance and school readiness for children of immigrant mothers in the United States

We examined the associations between preschool attendance and academic school readiness at kindergarten entry among 5-year-old children of immigrant mothers in the United States using data from a US nationally representative sample (Early Childhood Longitudinal Study—Birth Cohort, N = 1650). Comparing children who were in preschool (Head Start, prekindergarten, or other center-based preschool) to children being cared for exclusively at home, analyses using both ordinary least squares regressions with rich controls and with propensity score weighting consistently showed that attending preschool was associated with higher reading and math skills. Analyses focused on specific type of preschool revealed that children attending prekindergarten (but not Head Start and other center-based preschool) had higher reading and math skills than those in parental care. Analyses focused on hours of preschool attendance indicated that children’s reading skills benefited from attending more than 20 hours per week of Head Start or prekindergarten. Attending preschool, especially for full days, increases the school readiness of children of immigrants.