Family social capital in kindergarten: predicting third-grade learning and developmental outcomes for low-SES urban children

ABSTRACT

Concentrated pockets of under-resourced neighbourhoods and schools exist in urban areas in which there are overwhelming numbers of children labelled ‘at-risk.’ Structural equation modelling was used to predict the associations between family social capital in kindergarten and third-grade learning and development outcomes for low-socioeconomic children in urban areas. Data from the Early Childhood Longitudinal Survey-Kindergarten Class of 2010–2011 were analyzed. Child outcomes included third-grade language/literacy, cognitive development/problem-solving, and approaches to learning. Findings indicate that family social capital has a significant longitudinal impact on children’s development and learning. Early factors influencing children’s later development and learning can inform intervention strategies, potentially moderating gaps in these areas between socioeconomic groups. Findings can be used to inform practice and policy for children and families.

KEYWORDS:

• Family social capital
• kindergarten
• urban
• poverty

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No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Dominic F. Gullo

Dominic Gullo is a professor of early childhood education and applied developmental psychology. His research focuses on risk, resiliency, and protective factors among children who reside in urban poverty.