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In two longitudinal studies, we examined to what extent teacher-rated social competence, emotional maturity, and language and cognitive development in kindergarten (measured with the Early Development Instrument, EDI; Janus & Offord, 2007) are associated with children's self-reported social relations with peers, emotional well-being (measured with the Middle Years Development Instrument, MDI; Schonert-Reichl et al., 2013), and numeracy and literacy (assessed with standardized achievement tests) in middle childhood. The studies were conducted using population-based data linkages (N > 7000) from Western Canada. Using multilevel regression analyses, we found that teacher-rated social competence in kindergarten most strongly predicted 4th graders' self-report of their connectedness to peers, and emotional maturity most strongly predicted emotional well-being. Teacher-rated cognitive and language development in kindergarten most strongly predicted 4th graders' standardized numeracy and literacy test results. We discuss our results with regard to previous findings in the literature, and address methodological and conceptual challenges in regard to examining children's early development across interdependent domains.

This paper examines school readiness profiles of kindergarten children for the largest language groups in British Columbia, Canada. School readiness data were drawn from a population-level database that contains teacher ratings of children's school readiness, obtained via the Early Development Instrument (EDI; Janus & Offord, 2007 ). School readiness profiles (N = 95,537) were compared according to children's home language background (English, Cantonese, Mandarin, Punjabi, and Tagalog) serving as a proxy for cultural/ethno-cultural background, and gender (49% female). Furthermore, children speaking Cantonese, Mandarin, Punjabi, or Tagalog as their home language were divided into monolingual and bilingual groups according to their English proficiency, using administrative records of children’s home language and English Language Learner (ELL) status. Analyses were conducted via multilevel modeling, controlling for the nested structure of the data (children within classrooms) and for children's families’ socioeconomic status (i.e., income). The most prominent findings were that bilingual children were rated higher than the overall average on virtually every aspect of school readiness. Cantonese and Mandarin speaking children were rated most highly on pre-academic skills, and Punjabi-speaking children on emotional and social competencies and behaviors. English Language Learners in all language groups were rated as being more shy and reluctant to display socially scripted behaviors than non-English Language Learners.

A growing body of research has documented associations between adverse childhood environments and DNA methylation, highlighting epigenetic processes as potential mechanisms through which early external contexts influence health across the life course. The present study tested a complementary hypothesis: indicators of children's early internal, biological, and behavioral responses to stressful challenges may also be linked to stable patterns of DNA methylation later in life. Children's autonomic nervous system reactivity, temperament, and mental health symptoms were prospectively assessed from infancy through early childhood, and principal components analysis (PCA) was applied to derive composites of biological and behavioral reactivity. Buccal epithelial cells were collected from participants at 15 and 18 years of age. Findings revealed an association between early life biobehavioral inhibition/disinhibition and DNA methylation across many genes. Notably, reactive, inhibited children were found to have decreased DNA methylation of the DLX5 and IGF2 genes at both time points, as compared to non‐reactive, disinhibited children. Results of the present study are provisional but suggest that the gene's profile of DNA methylation may constitute a biomarker of normative or potentially pathological differences in reactivity. Overall, findings provide a foundation for future research to explore relations among epigenetic processes and differences in both individual‐level biobehavioral risk and qualities of the early, external childhood environment., This study examined whether children's early internal, biological, and behavioral responses to stress were predictive of DNA methylation later in life. Findings revealed an association between early life biobehavioral reactivity and DNA methylation in multiple genes measured at both 15 and 18 years of age. As such, DNA methylation may constitute a biomarker of normative or potentially pathological differences in reactivity.

Socioeconomic resources – those of individuals, communities, and societies – are perhaps the most fundamental determinant of nearly every health and health behavioral outcome in every society and at every point in history, including the present day. With little exception, fewer socioeconomic resources are associated with lower health status and worsened health behaviors, a phenomenon that is often termed the “socioeconomic gradient in health.” In this chapter, we (a) review key insights that have emerged from the large body of literature in this area, and that provide strong and consistent support for the rather lofty assertion about the critical role of socioeconomic resources, (b) present an emergent conceptual model that synthesizes this literature, and (c) develop two case studies in which we trace the mechanisms that produce a socioeconomic health gradient in various societies, and the mechanisms that can “flatten” the gradient, and thereby produce greater health equity.

This study investigated how various risk and protective factors interface with child health and well-being at the population level. Specifically, we examined the association of income, social-contextual variables, and indicators of health-related habits and activities to children’s life satisfaction and perceived overall health. Child data were collected via a self-report survey, the Middle Years Development Instrument, which was administered in three demographically diverse Canadian school districts to 5026 grade 4 students (83 % of the students had complete data and were included in the analyses). Multiple regression and mediation analyses were conducted to examine the joint associations of social relationships with adults and peers, nutrition and sleep habits, and after school sports activities with children’s satisfaction with life and perceived health. Results indicate that peer belonging and relationships with adults at home and school were the strongest predictors of life satisfaction. Furthermore, the (small) association between income and life satisfaction was mediated by social relationship variables. Child reports of perceived health were predicted by peer belonging, adult relationships (home, school, neighborhood), after-school team sports, and nutrition habits. The (small) association between income and health was mediated by social relationships and team sports participation. Findings are discussed in light of previous research on social determinants and socio-economic gradients of children’s health and life satisfaction.

Background Some cohort studies bank lymphoblastoid cell lines (LCLs) as a renewable source of participant DNA. However, although LCL DNA has proved valuable for genetic studies, its utility in epigenetic epidemiology research is unknown. Methods To assess whether LCL DNA can be used for life-course environmental epigenomics, we carried out a pilot methylomic study (using the Illumina Infinium Human Methylation 450 BeadChip) of nil-passage, Epstein-Barr virus (EBV)-transformed LCLs (n = 42) and 28 matched whole-blood (WB) samples. These were from adult male participants of the British 1958 birth cohort, selected for extremes of social economic position (SEP) in childhood and adulthood, with additional information available on childhood abuse and prenatal tobacco exposure. Results We identified a small number of weak associations between these exposures and methylation levels of both individual CpG sites and genomic regions in WB and LCLs. However, only one of the regional, and none of the individual CpG site associations were common to both sample types. The lack of overlap between the associations detected in LCL compared with those found in WB could either be due to the EBV-transformation process, or to the fact that, unlike WB, LCLs are essentially a single (CD19+) cell type. We provide evidence that the latter is the more potent explanation, by showing that CpG sites known to be differentially methylated between different types of blood cell have significantly lower correlations (R = 0.11) than average (R = 0.2) between WB and LCLs in our datasets, whereas sites known to be affected by EBV-transformation have significantly higher correlations (R = 0.3). Conclusions This small pilot study suggests that the DNA methylation profile of LCLs is more closely related to that of B cells than WB and, additionally, that LCLs may nevertheless be useful for life-course environmental epigenomics.

This chapter begins with an assertion that, beyond the cultural traditions that affirm childhood as a period of special and lasting importance, a new science of child development reveals an influence of the early years throughout the life course. Through processes of “biological embedding,” early developmental experiences and exposures become neurobiologically instantiated in the brain and genome, thereby affecting trajectories of health and development for the remainder of life. The socioeconomic maldistribution of exposures to adversities and misfortune allots a disproportionate share of physical and mental morbidities to those growing up in conditions of poverty and disadvantage. These outcomes now appear related to epigenetic interactions between aspects of allelic variation-based vulnerability and the assaultive or supportive conditions of early life. Future research should thus address how epigenetic regulation of gene expression is linked to the neurobiological processes underpinning developmental psychopathology and other maladaptive outcomes. Richer understanding of how early environments can amplify or diminish the impacts of adversity exposure will provide new insights to guide the construction of novel, effective, and early interventions.

This chapter offers type of conceptual scheme for classifying the range of different factors influencing health status, and assessing their relative importance. The dimensions of the cube were chosen to organize data on heterogeneities in population health, in order to use them more effectively as clues to the determinants of health status at the individual level. The life cycle is fundamental to the study of heterogeneities in population health status because it is the basis of biological change in individuals as they age. Observed heterogeneities in health status can arise through several different causal pathways or mechanisms operating across different population partitions and stages of the life cycle. The sources of heterogeneity in health status would then be contemporaneous with the observed heterogeneities themselves. A population can be partitioned according to any number of different characteristics. But the interesting partitions are those which consistently demonstrate clear heterogeneity of health status across their subgroups in many diverse settings.

The developing brains of young children are highly sensitive to input from their social environment. Nurturing social experience during this time promotes the acquisition of social and cognitive skills and emotional competencies. However, many young children are confronted with obstacles to healthy development, including poverty, inappropriate care, and violence, and their enhanced sensitivity to the social environment means that they are highly susceptible to these adverse childhood experiences. One source of social adversity in early life can stem from parenting that is harsh, inconsistent, non-sensitive or hostile. Parenting is considered to be the cornerstone of early socio-emotional development and an adverse parenting style is associated with adjustment problems and a higher risk of developing mood and behavioral disorders. Importantly, there is a growing literature showing that an important predictor of parenting behavior is how parents, especially mothers, were parented themselves. In this review, we examine how adversity in early-life affects mothering behavior in later-life and how these effects may be perpetuated inter-generationally. Relying on studies in humans and animal models, we consider evidence for the intergenerational transmission of mothering styles. We then describe the psychological underpinnings of mothering, including responsiveness to young, executive function and affect, as well as the physiological mediators of mothering behavior, including hormones, brain regions and neurotransmitters, and we consider how development in these relevant domains may be affected by adversity experienced in early life. Finally, we explore how genes and early experience interact to predict mothering behavior, including the involvement of epigenetic mechanisms. Understanding how adverse parenting begets adverse parenting in the next generation is critical for designing interventions aimed at preventing this intergenerational cycle of early adversity.