In this study (n = 1000, M[subscript age at K1entry] = 53.4 months, SD = 3.4; 53% females), we investigated the contributions of the family socioeconomic status (SES; maternal education and an income-related measure) and number and age of siblings to the development of children's math, reading, and working memory (WM) updating skills over the…

In this study, it was aimed to determine whether the children aged 60-72 months were in the risk group for early literacy skills, and whether their certain socio-demographic characteristics are effective on their early literacy skills. In line with this purpose, the study was conducted using the relational screening method in the spring semester…

Research Findings: Parent involvement is a critical way for children to learn about the importance of education and develop reading skills. Unfortunately, not all low-income parents are able to be involved in their children's education, which can have negative implications for children's reading development. The present study tested if the…

The current study analyzed patterns of neighborhood socioeconomic match across 3- and 4-year-old children's (N = 2,029) residential and preschool neighborhoods in Massachusetts. Most children (80%) lived and attended early education and care in different neighborhoods. Children in households with the lowest incomes and those whose families…