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• W2281124728 abstract "Prior research indicates that chaos, marked by high levels of noise, crowding, clutter, and lack of routine, at home and school is negatively associated with child outcomes. Low-income families more often struggle with chaos than do economically advantaged families. This dissertation explored the implications of reduced home and school chaos indexed by family routines and classroom organization, among former Head Start families with children in kindergarten. The first study examined whether family routines (e.g., bedtime routine, family mealtime, etc.) mediate and/or moderate the relationship between income and children’s social and academic outcomes in the fall of kindergarten. Using data from the National Head Start Public School Early Childhood Transition Demonstration Study (NTDS; N = 5,157), analyses revealed that family routines both mediate and moderate the association between income and children’s outcomes but the pattern of findings differs depending on the outcome being examined. More specifically, family routines mediated the association between income and children’s social skills such that low-income children in more advantaged families (i.e., higher monthly incomes) participated in more family routines, which in turn predicted better social skills. In contrast, family routines buffered children from the negative effects of low-income on academic achievement such that among more disadvantaged families (i.e., lower monthly incomes), children with higher levels of family routines exhibited better academic achievement than children from families with fewer routines. Findings suggest that family routines may be a" @default.
• W2281124728 created "2016-06-24" @default.
• W2281124728 creator A5017814194 @default.
• W2281124728 date "2014-06-18" @default.
• W2281124728 modified "2023-09-23" @default.
• W2281124728 title "Environmental Structure: Contributions of Family Routines and Classroom Organization to the Social and Academic Development of Low-Income Kindergarteners" @default.
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