Figure 1 - uploaded by Jeff Dennis
Content may be subject to copyright.
Source publication
Past research has documented compromised development for teenage mothers' children compared to others, but less is known about predictors of school readiness among these children or among teenage fathers' children. Our multidimensional measures of high and low school readiness incorporated math, reading, and behavior scores and parent-reported heal...
Contexts in source publication
Context 1
... address each in turn. Using estimates from Model 2 from Table 2 and Stata statistical software, predicted probabilities reported in Figure 1 compared hypothetical children who had average (for continuous variables) or modal (for categorical variables) values for the sample of teenage parents' children on all variables except those we manipulated. We then manipulated all variables that were significant predictors of readiness and/or unreadiness, analyzing one domain at a time. ...
Context 2
... example, for maternal education the "low" values were 10 years at Wave 1 and no education gain by Wave 3 (about four years later), and the "high" values were 12 years and 2 years of education gain. See the notes in Figure 1 for details. We excluded the analysis of parental relationship factors (Hypothesis 4) because of their lack of significance in multivariate models. ...
Context 3
... characteristics were the most accurate predictors of children's actual readiness, while socioeconomic resources best predicted unreadiness. Another way to look at the issue of various domains' importance is to see which domains gave children extremely low chances of being ready or unready in Figure 1. From this perspective, socioeconomic resources and care by adults were each particularly important for predicting school readiness: Without a basic level of protective factors from these domains, children have almost no chance of showing school readiness at age 4½ (2% and 0.005%, respectively). ...
Similar publications
Using data from the “Young Lives” study of childhood poverty tracking a cohort of children from the ages of 8 to 19, this paper aims to investigate the household determinants of teen marriage and teen pregnancy in four low- and middle-income countries (LMICs), namely Ethiopia, India, Peru and Vietnam. Its contribution is twofold. First, we offer a...
The Japanese educational system has been both lauded and
excoriated in a variety of popular and academic works in the past few
years in the U.S. However, data from a variety of sources indicates that
in comparison to the U.S. and many other western, industrialized
nations, Japan now records very low rates of adolescent suicide, teen
pregnancy, and...
The present study attempts to access the reality of teen pregnancy, focusing on pregnancy pathologies as an
issue of community health. This empirically study is based on a program named Cegonha & Companhia, which targeted pregnant teenagers and young parents residing in the municipality of Santa Maria da Feira, in a situation of social risk. It was...
orrying that their daughter will be pressured into sex is one of the two top concerns of Wisconsin parents according to recent studies of 2,129 parents (Bogenschneider & Tsay, in press). Yet parents' worries about too-early sexual activity differ from worries about other risky behaviors. Parents hope their children will never become drug users, but...
The purpose of this study was to evaluate the efficacy of a school-based case management intervention in reducing teen-pregnancy. A nonrandomized intervention/comparison schools mixed-method evaluation design was employed. Participants included 203 pregnant and parenting teens with annual follow-up over a 3-year period. The results indicated that t...
Citations
... Studies also suggest that education might work as a 'social vaccine' in HIV endemic environments, showing that length and completion of secondary education reduces the risk for HIV infection, especially for girls (De Neve et al., 2015;Pettifor et al., 2008;Stoner et al., 2017). Particularly maternal education is also strongly linked to the use of health services (Forshaw et al., 2017;Simkhada et al., 2008), child health and life expectancy (Huebender, 2019;Mensch et al., 2019), and might mediate the negative relationship between the mothers' age and children's IQ later in life (Barlow et al., 2011;Khatun et al., 2017;Mollborn & Dennis, 2012). Despite the importance of effectively promoting adolescent mothers' return to school, evaluated programmes to dateall from the USshow largely small effects (Harding et al., 2020;SmithBattle et al., 2017;Steinka-Fry et al., 2013), and there remains a lack of support for adolescent mothers within sub-Saharan Africa (Callahan et al., 2017;Groves et al., 2018;Toska et al., 2020). ...
Early motherhood can negatively impact health, educational, and socio-economic outcomes for adolescent mothers and their children. Supporting adolescent mothers’ educational attainment, and timely return to school, may be key to interrupting intergenerational cycles of adversity. Yet, there remains a paucity of evidence on the factors that are associated with mothers’ postpartum return to school and the mediators of this process, particularly across sub-Saharan Africa where adolescent pregnancy rates remain high . This paper is based on interviews with 1,046 adolescent mothers from South Africa. Mothers who had returned to school after birth showed lower poverty, fewer repeated grades preceding the pregnancy, continued schooling during pregnancy, higher daycare/crèche use, more family childcare support, and lower engagement in exclusive breastfeeding within six months postpartum. Mediation analyses showed that lower poverty was directly associated with school return and via two indirect pathways: continued schooling during pregnancy and using daycare/crèche services. This study demonstrates that lacking childcare constitutes a major hurdle to mothers’ school return which needs to be addressed in addition to socioeconomic and individual-level barriers. Policy makers and practitioners should consider supporting young mothers with combination interventions which include services supporting school retention during pregnancy and access to, and financial supplements for, daycare.
... Although children of adolescent mothers may have lower school readiness, there are modifiable factors related to higher school readiness, including maternal gains in education, maternal age of at least 18 years, lower rates of postpartum depressive symptoms, and receiving nonparental child care in infancy. 113 The following policy changes may improve school readiness: Children should attend on-site child care centers with qualified staff while their mothers attend school, and targeted pregnancy prevention services should be provided for school-aged adolescents who have not yet attained a high school diploma. 113 Despite studies showing concern for lowered IQ and long-term intellectual development of children of teen parents, 114 there are interventions that may improve cognitive development; specifically, interventions that were shorter in duration, conducted in smaller groups, or placed strong emphasis on the quality of parent-child interactions led to greater gains in cognitive achievement among the children. ...
... 113 The following policy changes may improve school readiness: Children should attend on-site child care centers with qualified staff while their mothers attend school, and targeted pregnancy prevention services should be provided for school-aged adolescents who have not yet attained a high school diploma. 113 Despite studies showing concern for lowered IQ and long-term intellectual development of children of teen parents, 114 there are interventions that may improve cognitive development; specifically, interventions that were shorter in duration, conducted in smaller groups, or placed strong emphasis on the quality of parent-child interactions led to greater gains in cognitive achievement among the children. 115 ...
Teen pregnancy and parenting remain important public health issues in the United States and around the world. A significant proportion of teen parents reside with their families of origin, which may positively or negatively affect the family structure. Teen parents, defined as those 15 to 19 years of age, are at high risk for repeat births. Pediatricians can play an important role in the care of adolescent parents and their children. This clinical report updates a previous report on the care of adolescent parents and their children and addresses clinical management specific to this population, including updates on breastfeeding, prenatal management, and adjustments to parenthood. Challenges unique to teen parents and their children are reviewed, along with suggestions for the pediatrician on models for intervention and care.
... Moreover, this period co-occurs during critical developmental periods for adolescents and their children, during which time young mothers are establishing patterns of interactions with their infants that serve as the basis for the cognitive, linguistic, and social-emotional experiences that children need for positive development, particularly in the context of adversity (Blair & Raver, 2012;Cabrera et al., 2019). As such, we examine how the family economic context shapes adolescent mothers' educational re-engagement and attainment during the first five years of motherhood (Barr & Simons, 2012;Black, Polidano, & Tseng, 2012;Hurst, Kelly, & Princiotta, 2004;McDermott, Anderson, & Zaff, 2018) and, in turn, their children's academic and social-emotional outcomes at age five (Mollborn & Dennis, 2012;Tang et al., 2016). ...
... Prior research has shown that the social-emotional skills of Latinx children are similar to those of their peers from other ethnic-racial groups; however, there are notable disparities in their pre-academic capacities, with maternal education consistently related to Latinx children's cognitive development (see Cabrera et al., 2019 for a review). Furthermore, research has shown that across ethnic-racial groups the children of adolescent mothers may be at particular risk for developmental delays in social-emotional and cognitive development leading to inadequate school readiness (e.g., Mollborn & Dennis, 2012;Tang et al., 2016). ...
... Research drawing on nationally representative samples including Latinx families has shown that increases in maternal education and higher socioeconomic resources among adolescent mothers are associated with their children's higher developmental functioning (Mollborn & Dennis, 2012) and greater likelihood of being ready for school in terms of early math and reading achievement (Tang et al., 2016). Increases in adult mothers' education when their children were between 24 and 36 months were associated with increases in children's expressive and receptive language skills (Magnuson, Sexton, Davis-Kean, & Huston, 2009). ...
Drawing on data from a longitudinal study of 204 Mexican‐origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers’ educational re‐engagement and attainment beginning during their pregnancy and ending when their child was 5 years old; and (b) the influence of the family economic context on adolescent mothers’ educational re‐engagement and attainment and their children’s academic and social‐emotional outcomes. Findings detailed adolescent mothers’ re‐engagement in school after the birth of their child and revealed that family income during adolescents’ pregnancies was directly associated with re‐engagement and attainment, and also initiated cascade effects that shaped adolescents’ economic contexts, their subsequent re‐engagement and attainment, and ultimately their children’s academic and social‐emotional outcomes at age 5.
... demographic and nutrition variables Potential confounding variables include child age, 74 , sex 74 , child's birth weight 75 , maternal 76 , mageternal BMI 74 , maternal education 52 75 , maternal ethnicity 77 , family income 74 , family immigrant status 78 , household composition (ie, single or dual parent households) 74 , parental employment status 79 ,breastfeeding duration 80 , smoking during pregnancy 81 , and child's exposure to smoke 82 (see table 1). These variables were selected a priori and will be collected using parent-reported questionnaires. ...
Introduction:
School readiness is a multidimensional construct that includes cognitive, behavioural and emotional aspects of a child's development. School readiness is strongly associated with a child's future school success and well-being. The Early Development Instrument (EDI) is a reliable and valid teacher-completed tool for assessing school readiness in children at kindergarten age. A substantial knowledge gap exists in understanding how early child growth, health behaviours, nutrition, cardiometabolic risk and development impact school readiness. The primary objective was to determine if growth patterns, measured by body mass index trajectories in healthy children aged 0-5 years, are associated with school readiness at ages 4-6 years (kindergarten age). Secondary objectives were to determine if other health trajectories, including health behaviours, nutrition, cardiometabolic risk and development, are associated with school readiness at ages 4-6 years. This paper presents the Fit for School Study protocol.
Methods and analysis:
This is an ongoing prospective cohort study. Parents of children enrolled in the The Applied Health Research Group for Kids (TARGet Kids!) practice-based research network are invited to participate in the Fit for School Study. Child growth, health behaviours, nutrition, cardiometabolic risk and development data are collected annually at health supervision visits and linked to EDI data collected by schools. The primary and secondary analyses will use a two-stage process: (1) latent class growth models will be used to first determine trajectory groups, and (2) generalised linear mixed models will be used to examine the relationship between exposures and EDI results.
Ethics and dissemination:
The research ethics boards at The Hospital for Sick Children, Unity Health Toronto and McMaster University approved this study, and research ethics approval was obtained from each school board with a student participating in the study. The findings will be presented locally, nationally and internationally and will be published in peer-reviewed journals.
Trial registration number:
NCT01869530.
... Istilah "kesiapan bersekolah" (school readiness) sering dikaitkan dengan tahap perkembangan anak (Hoskisson, 1977). Sebagian besar sekolah menggunakan kriteria umur kronologis dalam menentukan kesiapan belajar seorang anak (Mollborn & Dennis, 2012). Menurut (Lewit & Baker, 1995), masih belum ada kesepakatan dari para ahli mengenai konsep kesiapan bersekolah dan cara mengukurnya. ...
Kesiapan bersekolah (school readiness) menjadi dasar bagi keberhasilan pendidikan seorang anak di masa depan. Hasil penelitian di berbagai literatur menunjukkan bahwa kesiapan bersekolah seorang anak tidak hanya tergantung kepada umur dan tahap perkembangan anak, karena anak tidak tumbuh dan berkembang dengan sendirinya. Tumbuh kembang anak dipengaruhi juga oleh faktor lingkungan di sekitar anak, pola asuh orang tua, serta kondisi kesehatan dan asupan nutrisi anak. Kementerian Pendidikan dan Kebudayaan telah mengembangkan suatu instrument Kesiapan Bersekolah untuk anak usia dini berdasarkan 5 dimensi kesiapan bersekolah dari the National Education Goals Panel (NEGP, 1995), meliputi dimensi kesehatan fisik dan perkembangan motorik, perkembangan sosial-emosional, perkembangan kognitif, perkembangan bahasa, serta motivasi dan sikap kerja anak. Instrumen Kesiapan Bersekolah tersebut telah digunakan untuk melaksanakan pemetaan Kesiapan Bersekolah di 12 provinsi. Artikel ini memaparkan hasil pemetaan kesiapan bersekolah tersebut, dengan fokus pada lima dimensi Kesiapan Bersekolah dan faktor-faktor lain yang terlibat, misalnya keterlibatan orang tua dan dukungan masyarakat.
... [46] The age 20 cut-off has been adopted by the World Health, and used consistently in studies of adolescent motherhood. [47][48][49] Thus, any children born to mothers whose first child was born before age 20 are noted as having an adolescent mother, even if their mother was 20 or older when they were born. Age at first birth for mothers and grandmothers is identified through the Manitoba Insurance Registry. ...
Background
Children born to adolescent mothers generally perform more poorly on school readiness assessments than their peers born to adult mothers. It is unknown, however, whether this relationship extends to the grandchildren of these adolescent mothers. This paper examines the multi-generational outcomes associated with adolescent motherhood by testing whether the grandchildren of adolescent mothers also have lower school readiness scores than their peers; we further assessed if this relationship was moderated by whether the child’s mother was an adolescent mother.
Methods
We used population-based data to conduct the retrospective cohort study of children born in Manitoba, Canada, 2000–2009, whose mothers were born 1979–1997 (n = 11,326). Overall school readiness and readiness on five domains of development were analyzed using logistic regression models.
Results
Compared with children whose mothers and grandmothers were both ≥ 20 at the birth of their first child, those born to grandmothers who were < 20 and mothers who were ≥ 20 years old at the birth of their first child had 39% greater odds of being not ready for school (95% CI: 1.22–1.60). Children whose grandmothers were ≥ 20 and mothers were < 20 at the birth of their first child had 25% greater odds of being not ready for school (95% CI: 1.11–1.41), and children born to grandmothers and mothers who were both <20 at the birth of their first child had 35% greater odds of being not ready for school (95% CI: 1.18–1.54).
Conclusions
These findings suggest a multigenerational effect of adolescent motherhood on school readiness.
The object of this research: The study examined the adjustment of re-admitted teenage mothers on the bases of school categories in selected secondary schools in Kenya.
Investigated problem: There are reported low levels of adjustment among readmitted teen mothers in secondary schools in Kenya as many of them perform poorly in academics.
Methods: The sequential explanatory design was adopted. A modified Student Adjustment to School Questionnaire (SASQ) and interview schedule were used to collect data.
The main scientific results: The findings indicated that there was a significant difference [t (164)=4.22, p
Cognitive processes, which involve thinking, behavior, memory, problem-solving, communication abilities, and other higher mental processes, are unique to humans. These along with non-cognitive skills shape the human competencies. Over the past decade, studies regarding development of cognition in children have been well-reported. These studies have linked the child’s cognitive functioning with the combined process of pedagogy. Along with the teaching and the method of processing information, age of child, size of the class, and other environmental factors, such as socioeconomic status, sociocultural orientation, parent’s education, nutrition, and health, also influence the development of cognition in children. The importance of cognitive development relies on the fact that cognitive functioning of children influences their social and academic performance across the lifespan. In an education system, teacher is the kingpin, and their main responsibility is to assess the child’s mental as well as physical capabilities and systematically plan and organize the instructional activities necessary for the overall development of a child. This review attempts to address the role of various pedagogical methods like kindergarten, Montessori, and play-way in support of development of cognition in preschool children. Going forward the chapter concludes with the influence of other determinants in cognitive development and necessary interventions required to enhance a child’s cognitive functioning.
Overall, children born to teen parents experience disadvantaged cognitive achievement at school entry compared with children born to older parents. However, within this population, there is variation, with a significant fraction of teen parents’ children acquiring adequate preparation for school entry during early childhood. We ask whether the family background of teen parents explains this variation. We use data on children born to teen mothers from three waves of the Early Childhood Longitudinal Study-Birth Cohort (N ~ 700) to study the association of family background with children’s standardized reading and mathematics achievement scores at kindergarten entry. When neither maternal grandparent has completed high school, children’s scores on standardized assessments of math and reading achievement are one-quarter to one-third of a standard deviation lower compared with families where at least one grandparent finished high school. This association is net of teen mothers’ own socioeconomic status in the year prior to children’s school entry.
This study examined whether mother and father risk, child risk, family risk, and mother and father cognitive stimulation mediated the association between adolescent age status of co‐residential mothers and fathers and 48‐month child school readiness. Using the Early Childhood Longitudinal Study‐Birth cohort, it was found that the children of adolescent mothers and fathers scored lower on emerging literacy and math than those born to adult parents. The findings showed that individual mother and father cumulative risk and cumulative family risk at various times during early childhood partially mediated the associations between adolescent parent status and child outcomes as well as between young adult parent status and child outcomes. These findings indicated that multiple domains of risk, including father, mother, and family risk should be taken into account in order to gain a fuller understanding of the effects of adolescent parenting (and young adult parenting) on child outcomes.
