The Impact of Poverty-related Risks and Receipt of Multiple Public Assistance Programs on Early Child Cognitive Skills
Open Access
Author:
Pressler, Emily
Graduate Program:
Human Development and Family Studies
Degree:
Master of Science
Document Type:
Master Thesis
Date of Defense:
None
Committee Members:
Daphne Hernandez, Thesis Advisor/Co-Advisor Daphne C Hernandez, Thesis Advisor/Co-Advisor
Keywords:
Protective factors Promotive factors Cognitive development Cumulative risks ECLS-B Kindergarten
Abstract:
Research has found that receipt of public assistance programs can reduce the negative effects of targeted poverty-related risk factors on child developmental outcomes. Less research has been conducted on the effects of participating in various programs that are indirectly related to a broad array of poverty-related factors and child cognitive outcomes at school entry. We explore whether maternal participation in multiple public assistance programs during children’s infancy serves as a promotive or protective factor for children’s cognitive skills in kindergarten, when faced with high poverty-related risk factors (compared to families facing fewer risks). Among a sample of 2600 low-income children from the Early Childhood Longitudinal Study – Birth cohort (ECLS-B), multivariate results confirm that experiencing higher levels of risk is negative associated with children’s early reading and math skills. Maternal receipt of multiple public assistance programs during the child’s infancy is unable to serve as a promotive or protective factor. Discussion and policy implications focus on why multiple public assistance program receipt is unable to serve as promotive or protective factors and thus lessen the effects of poverty-related risks on early childhood cognitive skills.
