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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. Keywords: sustained attention, family environment, school readiness, low-income children DOI: 10.1037/a0020389

Objectives. This article explores ways in which population aging in the United States between 2010 and 2030 might impact the well-being of children, with a distinction made between advantaged and disadvantaged children. Methods. A variety of economic and demographic statistics are used to describe the changing age structure of the population and changing public spending on older people and children. Data from the 1985 General Social Survey and Wave 2 of the National Survey of Families and Households are also used to examine connections between older people and children. Results. In recent decades, there has been a graying of the federal budget, and programs for children have received a declining proportion of domestic spending. These trends will be exaggerated between 2010 and 2030 unless structural changes occur. Grandparents may provide increasing resources for their grandchildren. Age segregation results in relatively few older people being directly involved with children not related to them by kinship. Conclusions. The implications of population aging for children are relevant primarily for disadvantaged children. Disadvantaged children have grandparents with fewest resources and are most in need of public spending. As costs of supporting the older population increase, intentional social changes will be needed to prevent growing inequality among children. Key Words: Age segregation--Child well-being--Grandparents--Population aging Welfare state.

The article discusses participation in research as a basis for teachers to improve their mathematical teaching practice to help children who find difficulty in learning mathematics.

The psychometric properties and exploratory factor analysis of the Children's Attributions and Perceptions Scale in two Spanish samples of children were examined (n = 48 from an after-school social care center in a deprived neighborhood, and n = 120 from a school mainly enrolling families of medium socioeconomic status: 49% boys and 51% girls; M age = 10.5 yr., SD = 18.7). A cross-cultural comparative analysis of the Spanish samples and the normative sample was also carried out. Factor analysis supported a 4-factor solution for Spanish populations. Significant differences were found between the Spanish groups in school and the social care centers. The cross cultural analysis showed that stressful conditions (sexual abuse vs deprivation) produced greater differences than cultural group (Spanish vs American).

Data are collected from administrative database to describe Sure Start Local Programmes in terms of demography, deprivation, and aspects of child and family functioning and grouped using cluster analysis. The findings reveal that the groupings have implications for service delivery and the evaluation of area-based initiatives.

Experimental data from the Moving to Opportunity for Fair Housing Demonstration were used to examine (a) if moving from high- to low-poverty neighborhoods (via randomization) was associated with low-income minority children's achievement, grade retention, and suspensions/expulsions; (b) if moving minimized gender differences in these outcomes; and (c) potential mediators of observed program effects. Data on school-age children (mean age = 11.79 years, SD = 3.26) were obtained from standardized assessments and parent and adolescent interviews during the New York City site's 3-year follow-up evaluation (N = 588). Moving to low-poverty neighborhoods had positive effects on 11-18-year-old boys' achievement scores compared with those of their peers in high-poverty neighborhoods. These male adolescents' scores were comparable to females' scores, whereas male adolescents in high-poverty neighborhoods scored 10 points lower than female peers. Homework time and school safety partially accounted for program effects. From a policy perspective, the program benefited disadvantaged male adolescents at high risk for dropping out of school.

This article addresses the emergence of a resilience-based prevention practice perspective that focuses on positively affecting the development of disadvantaged, at-risk children. Significant progress has been made in understanding risk and resilience processes; however, use of the field's advances in applied settings has lagged. The article will attempt to bridge this gap by reviewing relevant issues in program design, implementation, and evaluation from a resilience perspective. Risk and resilience dynamics are briefly highlighted to illuminate theoretical routes for promoting positive adaptation. Trends in constructing preventive programs are underscored, focusing on ecological routes to behavioral and environmental change. Finally, prevention and early intervention programs for disadvantaged children ages 3-9 illustrate issues in program conception and effectiveness. Methodological concerns in evaluation of these programs are discussed, and future recommendations are given.

The Leadership Strengths Indicator was administered to 42 boys and 47 girls, ranging in age from 10 to 15 years, who were identified as disadvantaged by their qualifications for the free or reduced lunch fee. The students' scores fell within the normal range of scores. A significant difference was found on Cluster scale III, High Level Participator in Group Activities, favoring the boys. Slight nonsignificant differences were found between the scores on Clusters I, Enjoys Group Activities, IV, Journalistic, and VI, Courageous.

Data from 229 Hong Kong Chinese adolescents with economic disadvantage showed that there was a positive relationship between reported meaning in life and sense of mastery.