Developmental Contexts in Middle Childhood: Bridges to Adolescence and Adulthood (Cambridge Studies in Social and Emotional Development)

During middle childhood, the period between ages 5 and 12, children gain the basic tools, skills and motivations to become productive members of their society. Failure to acquire these basic tools can lead to long-term consequences for children's future education, work and family life. In this book, first published in 2006, the editors assemble contributions from fifteen longitudinal studies representing diverse groups in the United States, Canada, New Zealand and the United Kingdom to learn what developmental patterns and experiences in middle childhood contexts forecast the directions children take when they reach adolescence and adulthood. The editors conclude that, although lasting individual differences are evident by the end of the preschool years, a child's developmental path in middle childhood contributes significantly to the adolescent and adult that he or she becomes. Families, peers and the broader social and economic environment all make a difference for young people's future education, work and relationships with others. Cover......Page 1 Half-title......Page 3 Series-title......Page 5 Title......Page 7 Copyright......Page 8 Contents......Page 9 Contributors......Page 13 Foreword......Page 19 Acknowledgments......Page 23 what does middle childhood experience contribute?......Page 25 Contexts......Page 26 Individual and Group Differences......Page 27 Demographic Trends......Page 28 How Children Spend Their Time......Page 30 Normative Development in Middle Childhood......Page 31 Skills for Adult Life......Page 32 Family......Page 34 Schools......Page 35 Cultural, Economic, and Policy Contexts......Page 36 Family and Peers......Page 37 Family and School......Page 39 Out-of-School Time......Page 40 Economic and Public Policy Contexts......Page 41 Summary and Conclusions......Page 42 References......Page 43 development during middle childhood: why expect links to later life?......Page 47 predicting early adult competence: examining the role of middle childhood competence......Page 49 Participants......Page 50 Measures......Page 51 from middle childhood to early adult competence in work and relationships: findings......Page 56 Competence in Early Adult Work Roles......Page 57 Competence in Early Adult Relationships......Page 58 discussion and conclusions......Page 59 References......Page 62 3 Aggression and Insecurity in Late Adolescent Romantic Relationships......Page 65 Data Collection Overview......Page 68 Measures by Developmental Epoch......Page 69 Descriptive Findings and Intercorrelations Among Study Variables......Page 72 Regression Analyses......Page 74 conclusions......Page 78 References......Page 83 4 Middle Childhood Family-Contextual and Personal Factors as Predictors of Adult Outcomes......Page 86 individual/personal influences during middle childhood......Page 87 the role of gender......Page 88 Description of Sample in Waves 1 and 4......Page 89 Procedures in Waves 1 and 4......Page 90 Measures......Page 91 Gender Differences in Middle Childhood Factors and Age-48 Outcomes......Page 94 Predicting Age-48 Aggression from the Middle Childhood Factors......Page 95 Predicting Age-48 Intellectual/Educational Achievement from the Middle Childhood Factors......Page 96 Predicting Age-48 Occupational Prestige from the Middle Childhood Factors......Page 100 Middle Childhood Contextual and Personal Predictors of Adult Aggression......Page 104 Middle Childhood Contextual and Personal Predictors of Adult Intellectual Achievement......Page 105 Implications......Page 106 References......Page 107 5 Genetic and Environment Influences on Continuity and Change in Reading Achievement in the Colorado Adoption Project......Page 111 Subjects......Page 114 Measures......Page 115 Longitudinal Genetic Analysis of Reading Achievement......Page 116 Genetic Analysis......Page 118 Analysis of Environmental Measures......Page 121 Analysis of Mediators......Page 122 discussion......Page 124 Calculation of Heritability, Environmentality, and Genetic and Environmental Correlations......Page 126 References......Page 127 6 Reciprocal Effects of Mothers’ Depression and Children’s Problem Behaviors from Middle Childhood to Early Adolescence......Page 131 evidence for child effects on mothers’ depression and for bidirectional influences in the association.........Page 132 Timing of Maternal Depression......Page 133 Gender Effects......Page 134 Participants......Page 136 Measures......Page 137 results......Page 138 Mothers’ Internalizing Symptoms and Child Antisocial Behavior......Page 140 Mothers’ Internalizing Symptoms and Children’s Anxious/Depressed Behavior......Page 144 discussion......Page 145 The Uniqueness of Middle Childhood......Page 147 Limitations......Page 148 References......Page 149 7 Middle Childhood Life Course Trajectories: Links Between Family Dysfunction and Children’s Behavioral Development......Page 154 Participants......Page 157 Measures......Page 158 Explanatory Variables......Page 159 Data Analysis Strategy......Page 160 Life Course Trajectories......Page 161 Family Dysfunction and Behavioral Development......Page 164 Family Dysfunction and Contextual Factors......Page 165 discussion......Page 167 References......Page 170 8 The Contribution of Middle Childhood Contexts to Adolescent Achievement and Behavior......Page 174 Influences on Development During Middle Childhood......Page 175 Are Middle Childhood Contexts Uniquely Important?......Page 178 Measures of Child Development......Page 179 Middle Childhood Context Measures......Page 180 Preschool Control Measures......Page 181 Do Middle Childhood Contexts Matter?......Page 182 Which Middle Childhood Contexts Matter the Most?......Page 183 Which Conditions and Contexts in Early Childhood Matter?......Page 184 Continuity of Contexts Across Childhood......Page 186 summary and implications......Page 189 References......Page 193 9 Educational Tracking Within and Between Schools: From First Grade Through Middle School and Beyond......Page 197 transitions......Page 198 models to explain tracking......Page 199 Background and Setting......Page 201 Participants......Page 202 Middle School Tracking......Page 203 Determinants of Retention over Elementary School and Middle School Placement......Page 204 Middle School Achievement......Page 208 Educational Attainment at Age 22 and Middle School Track Placements......Page 210 High School Tracking......Page 212 discussion......Page 214 The Larger Picture......Page 215 References......Page 217 school factors related to achievement......Page 222 school performance......Page 224 Participants......Page 226 Constructs and Measures......Page 227 Analytic Approach......Page 228 Growth in Literacy Skills......Page 229 Changes in Children’s School Engagement......Page 231 The Relation Between Changes in Literacy and in School Engagement......Page 232 School Differences Related to Enrollment and Climate......Page 233 discussion......Page 234 implications and conclusion......Page 237 References......Page 238 11 The Relations of Classroom Contexts in the Early Elementary Years to Children’s Classroom and Social Behavior......Page 241 school experiences and social behavior......Page 242 person–environment fit......Page 243 Sample......Page 244 Classroom Observations......Page 245 Teacher and Parent Reports of Social Behavior......Page 247 Classroom Context and Classroom Behavior in Third Grade......Page 249 Classroom Features, Social Skills, and Behavior Problems......Page 250 Gender, Income, and Ethnic Group Differences......Page 253 conclusions......Page 255 References......Page 258 12 Out-of-School Time Use During Middle Childhood in a Low-Income Sample: Do Combinations of Activities.........Page 261 background......Page 262 Sample......Page 264 Measures......Page 265 Identification of the Clusters......Page 267 Background Characteristics of Children in Different Clusters......Page 269 Relations of Cluster Membership to Children’s Achievement and Behavior......Page 272 Fixed Effect Analysis......Page 275 discussion......Page 278 References......Page 282 13 Low-Income Children’s Activity Participation as a Predictor of Psychosocial and Academic Outcomes.........Page 284 Psychosocial Development......Page 285 Academic Achievement......Page 286 low-income families......Page 287 The Sample......Page 288 Measures......Page 289 Data Analysis......Page 291 Type of Activity......Page 292 discussion......Page 300 References......Page 303 14 Healthy Mind, Healthy Habits: The Influence of Activity Involvement in Middle Childhood......Page 307 method......Page 308 Procedure......Page 309 Child Measures......Page 310 Parent Measures......Page 312 Question 1: What Is the Role of Parents in Promoting Math and Sport Activity Participation.........Page 313 Question 2: What Are the Associations Between Children’s Math and Sport Activity Participation.........Page 314 Question 3: What Outcomes Are Associated with Youths’ Activity Participation in High School Organized Sports?......Page 320 discussion......Page 321 References......Page 325 theoretical rationales for media effects......Page 327 Short-Term Effects......Page 328 Long-Term Effects......Page 329 moderators of media effects......Page 330 Experiments......Page 331 Cross-Sectional and Longitudinal Studies......Page 332 obesity and body image......Page 334 Theoretical Connections Between Television, Obesity, and Body Image Disorders......Page 335 Television Viewing and Obesity: Empirical Data......Page 336 Television Viewing and Body Image: Empirical Data......Page 337 Television Viewing, Stereotyping, and Gender Roles......Page 338 Television Viewing and Gender Stereotyping: Empirical Data......Page 339 Television, Stereotyping, and Race......Page 341 Television and School Achievement: Empirical Data......Page 342 conclusions......Page 343 References......Page 344 16 Continuity and Discontinuity in Middle Childhood: Implications for Adult Outcomes in the UK 1970 Birth Cohort......Page 351 the life course perspective......Page 352 Measures of Cognitive Development......Page 354 Adult Outcomes......Page 355 The Relationship Between Early Scores and Adult Outcomes......Page 356 Continuity and Discontinuity in Middle Childhood......Page 357 The Implications of Change......Page 361 conclusions and discussion......Page 367 References......Page 370 background......Page 374 theoretical framework......Page 375 Study Design......Page 378 Analytic Method and Standards of Evidence......Page 379 Impacts on Children in Middle Childhood......Page 380 How Do Impacts at Five Years Compare to Those at Two Years?......Page 383 Did Impacts Differ in Subgroups?......Page 384 Pathways Through Which Children Were Affected......Page 387 Toward a Broader Theoretical Framework......Page 388 Material Versus Maternal In.uence: Are Income Increases Necessary to Improve Children’s Outcomes?......Page 389 The Potential Importance of Child Gender......Page 390 Policy Implications......Page 391 References......Page 392 18 Effects of Welfare and Employment Policies on Middle-Childhood School Performance.........Page 394 Human Capital......Page 395 Values and Person–Environment Fit......Page 396 types of welfare and employment policies......Page 397 Do Welfare and Employment Policies’ Short-Term Effects on Middle-Childhood.........Page 400 Do Welfare and Employment Policies’ Long-Term Effects on Middle-Childhood.........Page 401 Do the Welfare and Employment Policies’ Long-Term Effects on Dropout Rates Differ.........Page 403 the role of human capital and person–environment fit in explaining effects.........Page 404 References......Page 405 19 Effects of a Family Poverty Intervention Program Last from Middle Childhood to Adolescence......Page 409 Employment......Page 410 Income......Page 411 Child Care and Out-of-School Activities......Page 412 Sample......Page 414 Measures......Page 415 results......Page 417 Motivation......Page 418 Family Well-Being and Parenting......Page 422 discussion......Page 423 References......Page 428 20 Experiences in Middle Childhood and Children’s Development.........Page 433 Isolating the Unique Contribution of Middle Childhood......Page 434 Middle Childhood Development Matters......Page 435 Family......Page 439 Family Management......Page 445 School......Page 446 Out-of-School Activities......Page 447 Socioeconomic Status......Page 449 Race, Ethnic Group, Nationality......Page 451 Diversity......Page 452 Advances in Data Quality......Page 453 Integration of Developmental Functions and Individual Differences......Page 454 Ethnic Diversity......Page 455 Conclusion......Page 456 References......Page 457 Author Index......Page 459 Subject Index......Page 471 Middle Childhood: Contexts Of Development / Aletha C. Huston, Marika N. Ripke -- The Significance Of Middle Childhood Peer Competence For Work And Relationships In Early Adulthood / W. Andrew Collins, Manfred Van Dulmen -- Aggression And Insecurity In Late Adolescent Romantic Relationships: Antecedents And Developmental Pathways / Gregory S. Pettit ... [et Al.] -- Middle Childhood Family-contextual And Personal Factors As Predictors Of Adult Outcomes / L. Rowell Huesmann ... [et Al.] -- Genetic And Environmental Influences On Continuity And Change In Reading Achievement In The Colorado Adoption Project / Sally J. Wadsworth ... [et Al.] -- Reciprocal Effects Of Mothers' Depression And Children's Problem Behaviors From Middle Childhood To Early Adolescence / Sara R. Jaffee, Richie Poulton -- Middle Childhood Life Course Trajectories: Links Between Family Dysfunction And Children's Behavioral Development / Linda S. Pagani ... [et Al.] -- The Contribution Of Middle Childhood Contexts To Adolescent Achievement And Behavior / Katherine Magnuson, Greg J. Duncan, Ariel Kalil -- Educational Tracking Within And Between Schools: From First Grade Through Middle School And Beyond / Doris R. Entwisle, Karl L. Alexander, Linda Steffel Olson -- School Environments And The Diverging Pathways Of Students Living In Poverty / Penny Hauser-cram ... [et Al.] -- The Relations Of Classroom Contexts In The Early Elementary Years To Children's Classroom And Social Behavior / Nichd Early Child Care Research Network -- Out-of-school Time Use During Middle Childhood In A Low-income Sample: Do Combinations Of Activities Affect Achievement And Behavior? / Pamela Morris, Ariel Kalil -- Low-income Children's Activity Participation As A Predictor Of Psychosocial And Academic Outcomes In Middle Childhood And Adolescence / Marika N. Ripke, Aletha C. Huston, David M. Casey -- Healthy Mind, Healthy Habits: The Influence Of Activity Involvement In Middle Childhood / Sandra D. Simpkins ... [et Al.] -- Media Effects In Middle Childhood / L. Rowell Huesmann, Laramie D. Taylor -- Continuity And Discontinuity In Middle Childhood: Implications For Adult Outcomes In The Uk 1970 Birth Cohort / Leon Feinstein, John Bynner -- Mandatory Welfare-to-work Programs And Preschool-age Children: Do Impacts Persist Into Middle Childhood? / Sharon M. Mcgroder ... [et Al.] -- Effects Of Welfare And Employment Policies On Middle-childhood And School Performance: Do They Vary By Race/ethnicity And, If So, Why? / Hirokazu Yoshikawa ... [et Al.] -- Effects Of A Family Poverty Intervention Program Last From Middle Childhood To Adolescence / Aletha C. Huston ... [et Al.] -- Experiences In Middle Childhood And Children's Development: A Summary And Integration Of Research / Aletha C. Huston, Marika N. Ripke. Edited By Aletha C. Huston, Marika N. Ripke. Includes Bibliographical References And Indexes. "During middle childhood, the period between ages 5 and 12, children gain the basic tools, skills, and motivations to become productive members of their society. Failure to acquire these basic tools can lead to long-term consequences for children's future education, work, and family life. In this book the editors assemble contributions from fifteen longitudinal studies representing diverse groups in the United States, Canada, New Zealand, and the United Kingdom to learn what developmental patterns and experiences in middle childhood contexts forecast the directions children take when they reach adolescence and adulthood. The editors conclude that, although lasting individual differences are evident by the end of the preschool years, a child's developmental path in middle childhood contributes significantly to the adolescent and adult that he or she becomes. Families, peers, and the broader social and economic environment all make a difference for young people's future education, work, and relationships with others."--Publisher's description During middle childhood, the period between ages 5 and 12, children gain the basic tools, skills and motivations to become productive members of their society. Failure to acquire these basic tools can lead to long-term consequences for children's future education, work, and family life. In this book the editors assemble contributions from 15 longitudinal studies representing diverse groups in the United States, Canada, New Zealand, and the United Kingdom to learn what developmental patterns and experiences in middle childhood contexts forecast the directions children take when they reach adolescence and adulthood. The editors conclude that, although lasting individual differences are evident by the end of the preschool years, a child's developmental path in middle childhood contributes significantly to the adolescent and adult that he or she becomes. Families, peers, and the broader social and economic environment all make a difference for young people's future education, work, and relationships with others. -- From publisher's description