The home environments of children in the United States part I: variations by age, ethnicity, and poverty status.

By R. Bradley, Robert F Corwyn, H. Mcadoo, C. Coll. Child Development, 2001

1,183 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2bb9993b40fcc230b42df5d798defba5d068f27f

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Citations in the corpus

Childhood poverty: specific associations with neurocognitive development. (2006, background): “…SES children, including the number of books and toys they possess, the amount of adult attention they receive and the variety of locations they visit (Bradley et al., 2001), it is possible that some of the same mechanisms may be at work to produce SES disparities in neurocognitive development.”
Socioeconomic status and child development. (2002, methodology): “Bradley et al. (2001b) examined the relation between three aspects of children’s home environments (learning stimulation, maternal responsiveness, and spanking) from infancy through adolescence using hierarchical linear modeling.”
Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment (2016, background): “Not all children have early exposure to books or are read to by adults who expand language, clarify concepts and exchange ideas (Bradley et al. 2001; Dearden, Sibieta, and Sylva 2011).”
The Strength-Based Counseling Model (2006, background): “Although at-risk youth come from all segments of the population, the environment of childhood poverty contributes significantly to the growth of this population (Bradley & Corwyn, 2002; Bradley et al., 2001; Evans, 2004).”
Quality of Maternal Parenting among Intimate-Partner Violence Victims Involved with the Child Welfare System (2008, result): “Findings of this study were compared with those from Bradley and colleagues’ study of a sample of 29,264 mother–child assessments that were part of the National Longitudinal Survey of Youth (NLSY), which included financially poor and nonpoor households of different races/ ethnicities across the Unit”
The environment of childhood poverty. (2004, background): “In a nationwide study, 85% of American parents above the poverty line were responsive to their young children (from newborns to three-yearolds), compared with 74% of parents in low-income homes (Bradley et al., 2001).”
Relations between the Everyday Activities of Preschoolers and Their Teachers' Perceptions of Their Competence in the First Years of School. (2003, methodology): “More recently Bradley and his colleagues (Bradley et al., 2001a, Bradley et al., 2001b) have used a short version of the HOME (using six items on learning stimulation, four on parental responsiveness, one on spanking, four on teaching, and four on the physical environment) with approximately 5,000…”
Parental Expectations and Children's Academic Performance in Sociocultural Context (2010, background): “For example, Latino parents are significantly less likely to read to their young children than are European American parents (Bradley et al. 2001; Raikes et al. 2006).”
Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement (2015, methodology): “Bradley et al. (2001), using the National Longitudinal Study of Youth data set, found that Black and Latino children of kindergarten age had less access to learning tools than White children.”