The Family Life Project: An Epidemiological And Developmental Study Of Young Children Living In Poor Rural Communities
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商品簡介
with child poverty rates higher and geographic isolation from resources
greater than in urban communities. Yet, there have been surprisingly
few studies of children living in rural communities, especially poor
rural communities. The Family Life Project helped fi ll this gap by
using an epidemiological design to recruit and study a representative
sample of every baby born to a mother who resided in one of six
poor rural counties over a one year period, oversampling for poverty
and African American. 1,292 children were followed from birth to
36 months of age. This study used a cumulative risk framework to
examine the relation between social risk and children’s executive
functioning, language development, and behavioral competence at
36 months. Using both the Family Process Model of development and
the Family Investment Model of development, observed parenting was
examined as a mediator and/or moderator of this relationship. Results
suggested that cumulative risk predicted all three major domains of
child outcomes and that positive and negative parenting and maternal
language complexity were mediators of these relations. Maternal
positive parenting was found to be a buffer for the most risky families
in predicting behavioral competence. In a fi nal model using both
family process and investment measures, there was evidence of
mediation but with little evidence of the specifi city of parenting for
particular outcomes. Discussion focused the implications for possible
intervention strategies that might be effective in maximizing the early
development of these children.
作者簡介
Lynne Vernon-Feagans (Ph.D., University of Michigan) is the William C. Friday Distinguished Professor of Applied Developmental Science and Special Education in the School of Education at the University of North Carolina at Chapel Hill. She has focused her research on children at risk, including children living in rural poverty and children at risk for poor language and literacy development.
Martha Cox (Ph.D., University of Virginia) is a Professor of Psychology and past Director of the Center for Developmental Science at the University of North Carolina at Chapel Hill. She is best known for her longitudinal studies of family processes and relationships and children’s social and emotional development. She has contributed to the development of observational techniques in the study of families.
Rand D. Conger (Ph.D., University of Washington) is a Distinguished Professor of Psychology, Human Development, and Family Studies at the University of California–Davis. His program of research focuses on social, cultural, and individual characteristics that either promote successful development or lead to significant developmental problems.
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