Early adverse childhood experiences and preschoolers' attentional regulation: A latent class analysis.

BACKGROUND: Adverse childhood experiences (ACEs) profoundly disrupt preschoolers' attentional regulation development. Different patterns of ACEs may be associated with different attentional regulation outcomes. OBJECTIVE: Drawing from developmental systems theory and attachment theory, this study aimed to identify distinct patterns of early ACEs at age three and examined the associations of these patterns with preschoolers' attentional regulation at age five. PARTICIPANTS AND SETTING: This study used the two waves of longitudinal data from the Future of Families and Child Wellbeing Study (N = 4457). METHODS: First, this study applied latent class analysis (LCA) across nine indicators of ACEs at age three. Second, class membership was examined for associations with preschoolers' attentional regulation at age five. RESULTS: LCA identified four latent classes of ACEs: separation (41.2 %), parental incarceration (33 %), family dysfunction (20.8 %), and child abuse (5 %). Children in the child abuse class exhibited lower levels of attentional regulation than those in the family dysfunction class (0.33 standard deviation difference, p < .01) or separation class (0.48 standard deviation difference, p < .001). Children in the parental incarceration class demonstrated lower levels of attentional regulation than those in the separation class (0.63 standard deviation difference, p < .001). CONCLUSIONS: Findings provide implications for the need to prevent early child abuse and incorporate trauma-informed intervention programs to support preschoolers' attentional regulation during school-entry age.

Links between motor control and classroom behaviors: Moderation by low birth weight.

It is unclear from past research on effortful control whether one of its components, motor control, independently contributes to adaptive classroom behaviors. The goal of this study was to identify associations between early motor control, measured by the walk-a-line task at age 3, and teacher-reported learning-related behaviors (approaches to learning and attention problems) and behavior problems in kindergarten classrooms. Models tested whether children who were vulnerable to poorer learning behaviors and more behavior problems due to having been born low birth weight benefited more, less, or the same as other children from better motor control. Data were drawn from the national Fragile Families and Child-Wellbeing Study (n = 751). Regression models indicated that motor control was significantly associated with better approaches to learning and fewer behavior problems. Children who were low birth weight benefitted more than normal birth weight children from better motor control with respect to their approaches to learning, but equally with respect to behavior problems. Additionally, for low but not normal birth weight children, better motor control predicted fewer attention problems. These findings suggest that motor control follows a compensatory model of development for low birth weight children and classroom behaviors.

The Maternal Description of Child (MDoC): A New Audiotaped Measure of Maternal Affect.

We report on a new measure of maternal affect from an ongoing multi-site birth cohort study with primarily low-income families, the Fragile Families and Child Wellbeing Study. At child age of 5 years, mothers were asked to describe their child in a short, semi-structured home interview. One innovation of this measure - called the Maternal Description of Child (MDoC) - is that it captured maternal affect via audiotape rather than videotape. Based on mothers' talk about their child, coders scored mothers on Positive Affect, Negative Affect, and Detachment. Evidence is presented to support the convergent and predictive validity of these scales. Given that objective measures of parenting are generally preferable to self-reported measures, further research should determine whether the MDoC can be successfully administered by phone. If it can, the MDoC would allow large-scale phone surveys to measure maternal affect for the first time.

The Implications of Early Attentional Regulation for School Success among Low-Income Children.

This study examined the longitudinal associations between attentional regulation in preschool and children's school success in later elementary school within an at-risk sample (N = 2,595). Specifically, two facets of attention (focused attention and lack of impulsivity) at age 5 were explored as independent predictors of children's achievement and behavioral competence at age 9. Overall, the pattern of results indicates specificity between the facets of attention and school success, such that focused attention was predictive of achievement outcomes while impulsivity was predictive of behavioral outcomes. Both facets of attention predicted teacher ratings of children's approaches to learning, which suggests that they jointly influence skills that span both domains of school success. Poverty status, maternal warmth, and infant temperament did not moderate these associations. Implications of these findings for interventions targeting school readiness and success among at-risk children are discussed.

Associations among family environment, sustained attention, and school readiness for low-income children.

In this study, we examined the developmental pathways from children's family environment to school readiness within a low-income sample (N = 1,046), with a specific focus on the role of sustained attention. Six distinct factors of the family environment representing maternal parenting behaviors, the physical home environment, and maternal mental health at 3 years of age were explored as independent predictors of children's observed sustained attention as well as cognitive and behavioral outcomes at 5 years of age. Children were grouped by poverty status (poor vs. near-poor). Results suggest specificity in the associations among attention (focused attention and lack of impulsivity) and its correlates, with different patterns emerging by poverty status group. Overall, the family environment was largely unrelated to children's sustained attention. For both groups, focused attention was associated with receptive vocabulary; however, it partially mediated the association between maternal lack of hostility and receptive vocabulary only among the near-poor. In addition, lack of impulsivity was associated with both receptive vocabulary and externalizing behaviors but only for the poor group. Findings indicate sustained attention as a potential target for efforts aimed at enhancing school readiness among predominantly poor children.

Associations among feeding behaviors during infancy and child illness at two years.

OBJECTIVES: To explore the different combinations of early feeding practices and their association with child illness in toddlerhood (i.e., asthma, respiratory infections, gastrointestinal infections, and ear infections). METHODS: The Early Child Longitudinal Study-Birth Cohort (ECLS-B) offers a unique opportunity to address this issue, as the study features a nationally representative sample of children and includes important questions on early feeding behaviors as well as an extensive list of background characteristics on the families. Using a subsample of approximately 7,900 children from the ECLS-B, data from the 9 month and 2 year collections were analyzed to define the occurrence of three feeding practices during infancy (i.e., by age 6 months) identify the key combinations of these practices, and examine associations between these combinations and child illness via logistic regression. RESULTS: Results indicate that 70% of parents initiated breastfeeding, 78% introduced formula and/or solid food before 6 months, 74% introduced solid food, and 15% introduced finger foods before 6 months. The most frequent feeding combinations were: breast milk with formula and solid/finger food (36%), formula with solid/finger food (24%), breast milk with formula (11%), breast milk with solid/finger food (14%), exclusive breast milk (8%), and exclusive formula (7%). After controlling for key demographic and family characteristics, results indicated that children who were exclusively breastfed were less likely to experience respiratory or ear infections than those experiencing other feeding combinations. No differences were found in rates of asthma or gastrointestinal infections. CONCLUSIONS: This study provides insights for parents, medical professionals, and policy makers on the typical feeding practices and best practices for positive health outcomes in early childhood.

Associations among False-belief Understanding, Executive Function, and Social Competence: A Longitudinal Analysis.

A growing number of studies demonstrate associations among false-belief understanding (FBU), executive function (EF), and social competence. This study extends previous studies by exploring longitudinal associations among FBU and its correlates within a low-income sample of preschoolers attending Head Start. Sixty-eight children (time 1 mean age = 5 years 2 months) were assessed over their preschool and kindergarten years. Results indicated bidirectional relations between FBU and social competence; FBU in preschool was positively associated with social competence in kindergarten and social competence in preschool was positively associated with FBU in kindergarten. Preschool EF was positively associated with social competence both in preschool and kindergarten and with FBU in preschool. Mediation analyses suggest that the bidirectional longitudinal link between FBU and social competence was independent of EF. These findings extend the FBU literature by examining its development and correlates in early childhood. Implications for future research and practice are discussed.