| Sharon Judge
University of Tennessee
Resilient and vulnerable at-risk children: What makes the difference?
Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) found that Children at-risk start kindergarten behind and remain behind. However, some children from at-risk families come to school with advanced skills, although it is unclear what factors account for variations in knowledge and skills at school entry that can compensate for disadvantages brought about by specific risks that children and families face. The purpose of this study is to determine what aspects of children's development and their early learning environments (in-home and out-of home) influence their academic achievement and what can be done to improve children's preparation for school in a longitudinal study from kindergarten through fifth grade. Drawing from the ECLS-K data set, the following research questions will be addressed: What are the most salient factors to predict resiliency? Are these factors alterable and, if so, are they within the reach of families and schools? What are the predictors of positive outcomes? What are the predictors of continuing difficulties? Is it possible to structure or provide opportunities in a classroom, school, and community to foster resiliency? If so, what mechanisms and systems need to be present to ensure that all children have the opportunities to build resiliency? This nationally representative data will allow for a highly detailed analysis of the longitudinal influences of protective and risk factors on children's development. Findings will add to our understanding of why some children adjust easily to the environment of school while others experience varying degrees of difficulty.
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