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Intro -- Contents -- Contributors -- About the Authors -- Introducing the Issue -- Scope of the Problem -- Health Consequences -- Social and Academic Consequences -- Systemic Factors -- Gaps in the Literature and What This Brief Has to Offer -- References -- Food Insecurity in Toddlerhood and School Readiness: Mediating Pathways Through Parental Well-Being and Behaviors -- Food Insecurity in Toddlerhood and School Readiness: Mediating Pathways Through Parental Well-Being and Behaviors -- Household Food Insecurity and Children's Development -- Household Food Insecurity and Parent Well-Being and Behaviors -- Current Study and Hypotheses -- Method -- Data and Sample -- Measures -- Household Food Insecurity at 2 Years -- Preschool Parent Well-Being and Behaviors -- Kindergarten Social-Emotional Skills -- Kindergarten Reading and Math Skills -- Covariates -- Analytic Strategy -- Results -- Kindergarten Social-Emotional Skills -- Hyperactivity -- Conduct Problems -- Approaches to Learning -- Kindergarten Reading and Math Skills -- Reading -- Math -- Discussion -- Limitations -- Conclusions -- References -- The Consequences of Food Insecurity for Children with Disabilities in the Early Elementary School Years -- Children with Disabilities and Food Insecurity: Background and Context -- How Food Insecurity Influences the Developmental Outcomes of Children with Disabilities: The Family Stress Model -- The Consequences of Food Insecurity for Children with Disabilities -- Present Study -- Method -- Dataset and Sample -- Measures -- Executive Functioning (EF) -- Problem Behaviors -- Household Food Insecurity Status -- Controls -- Analytic Strategy -- Results -- Food Insecurity Transitions -- Discussion and Implications -- References -- Early Childhood WIC Receipt and Cognitive and Socioemotional Outcomes at School Entry and Middle Childhood.

The federal child care subsidy program represents one of the government's largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study – Birth Cohort (ECLS-B), this paper examines associations, among subsidy-eligible families, between child care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n ≈ 1,400). Findings suggest that subsidy receipt in preschool is not directly linked to subsequent reading or social-emotional skills. However, subsidy receipt predicted lower math scores among children attending community-based centers. Supplementary analyses revealed that subsidies predicted greater use of center care, but this association did not appear to affect school readiness.

AbstractObjectiveThe objective of this study was to explore whether household chaos measured during the COVID‐19 pandemic is predicted by prepandemic parental and household characteristics.BackgroundThe COVID‐19 pandemic has dramatically altered children's home environments and routines due to stay‐at‐home orders, school closures, and economic shocks. These disruptions have been especially challenging for low‐income families who have limited resources and have been disproportionately affected by the pandemic. Household chaos, which captures routines, organization, stability, noise, and crowding in the home, is a documented threat to parent functioning and positive child development. The pandemic has likely exacerbated household chaos, especially for low‐income families.MethodData come from a larger, ongoing study of low‐income children and their parents in Tulsa, Oklahoma; this analysis relies on data from the subset of low‐income parents who responded to surveys when their children were in kindergarten (in 2018–2019) and during the pandemic, when their children were in first grade (n = 335). We use multivariate ordinary least squares regression models to test whether household chaos measured during the pandemic is predicted by prepandemic parental and household characteristics.ResultsPrepandemic parental depression and household chaos were significantly predictive of chaos during the pandemic, even after accounting for household demographics.ImplicationsThe current study highlights pandemic‐induced elevations in parental distress and household chaos among low‐income families. Results will provide valuable direction to policymakers, educators, and parents on how best to offset negative impacts of the COVID‐19 pandemic on family functioning and child development.