Early Literacy Developmental Activities and Pre-Kindergarten Learning Skills in the Context of Childhood Adversity
School readiness (SR) encompasses a wide range of skills that affect children’s ability to succeed in school and later in life. Shared reading is an important strategy that assists children in gaining SR skills, whereas adverse childhood experiences (ACEs) negatively affect a child’s SR. This study...
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| Veröffentlicht in: | Academic pediatrics 2024-08, Vol.24 (6), p.905-913 |
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| container_title | Academic pediatrics |
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| creator | Crosh, Clare C. Koripella, Ananya Elleman, Chloe Foley, Benjamin Tumin, Dmitry Anyigbo, Chidiogo |
| description | School readiness (SR) encompasses a wide range of skills that affect children’s ability to succeed in school and later in life. Shared reading is an important strategy that assists children in gaining SR skills, whereas adverse childhood experiences (ACEs) negatively affect a child’s SR. This study assessed if early literacy developmental activities (shared reading, singing, or storytelling) were associated with improved SR among children with and without ACEs.
2020–2021 National Survey of Children’s Health data were used for analysis. We identified children aged 3–5 years to assess their exposure to ACEs, participation in reading/storytelling/singing, and overall SR.
In a sample of 17,545 children, 29% of children were exposed to one or more ACEs. Seventy-seven percent of children with no ACEs received daily early literacy developmental activities compared to 23% of children who experienced any ACE. On ordinal logistic regression, daily early literacy developmental activities were associated with 56% greater odds of higher SR among children not exposed to ACEs (OR: 1.56; 95% CI: 1.29, 1.88; P |
| doi_str_mv | 10.1016/j.acap.2024.01.005 |
| format | Article |
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2020–2021 National Survey of Children’s Health data were used for analysis. We identified children aged 3–5 years to assess their exposure to ACEs, participation in reading/storytelling/singing, and overall SR.
In a sample of 17,545 children, 29% of children were exposed to one or more ACEs. Seventy-seven percent of children with no ACEs received daily early literacy developmental activities compared to 23% of children who experienced any ACE. On ordinal logistic regression, daily early literacy developmental activities were associated with 56% greater odds of higher SR among children not exposed to ACEs (OR: 1.56; 95% CI: 1.29, 1.88; P < .01). Among children exposed to ACEs, daily early literacy developmental activities were also associated with higher SR (OR: 1.50; 95% CI: 1.06, 2.13; P = .02).
Shared reading, storytelling, and singing are associated with improved SR in both children who have and have not been exposed to ACEs. However, children exposed to ACEs had fewer experiences with early literacy developmental activities. Future efforts should address the barriers that limit shared reading, singing, or storytelling for children exposed to ACEs.</description><identifier>ISSN: 1876-2859</identifier><identifier>ISSN: 1876-2867</identifier><identifier>EISSN: 1876-2867</identifier><identifier>DOI: 10.1016/j.acap.2024.01.005</identifier><identifier>PMID: 38218215</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>Adverse Childhood Experiences ; Child Development ; Child, Preschool ; early literacy developmental activities ; Female ; healthy and ready to learn ; Humans ; Learning ; Literacy ; Logistic Models ; Male ; Narration ; Reading ; school readiness ; shared reading ; Singing ; storytelling</subject><ispartof>Academic pediatrics, 2024-08, Vol.24 (6), p.905-913</ispartof><rights>2024 Academic Pediatric Association</rights><rights>Copyright © 2024 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c307t-ed0f9de5fa2d23b7795582034e3b9e2a0b2e6954410c58e234e529f01af67743</cites><orcidid>0000-0002-2897-1445 ; 0009-0000-0604-6518 ; 0009-0004-7288-4981 ; 0000-0002-9180-7656</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S1876285924000056$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3537,27901,27902,65306</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/38218215$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Crosh, Clare C.</creatorcontrib><creatorcontrib>Koripella, Ananya</creatorcontrib><creatorcontrib>Elleman, Chloe</creatorcontrib><creatorcontrib>Foley, Benjamin</creatorcontrib><creatorcontrib>Tumin, Dmitry</creatorcontrib><creatorcontrib>Anyigbo, Chidiogo</creatorcontrib><title>Early Literacy Developmental Activities and Pre-Kindergarten Learning Skills in the Context of Childhood Adversity</title><title>Academic pediatrics</title><addtitle>Acad Pediatr</addtitle><description>School readiness (SR) encompasses a wide range of skills that affect children’s ability to succeed in school and later in life. Shared reading is an important strategy that assists children in gaining SR skills, whereas adverse childhood experiences (ACEs) negatively affect a child’s SR. This study assessed if early literacy developmental activities (shared reading, singing, or storytelling) were associated with improved SR among children with and without ACEs.
2020–2021 National Survey of Children’s Health data were used for analysis. We identified children aged 3–5 years to assess their exposure to ACEs, participation in reading/storytelling/singing, and overall SR.
In a sample of 17,545 children, 29% of children were exposed to one or more ACEs. Seventy-seven percent of children with no ACEs received daily early literacy developmental activities compared to 23% of children who experienced any ACE. On ordinal logistic regression, daily early literacy developmental activities were associated with 56% greater odds of higher SR among children not exposed to ACEs (OR: 1.56; 95% CI: 1.29, 1.88; P < .01). Among children exposed to ACEs, daily early literacy developmental activities were also associated with higher SR (OR: 1.50; 95% CI: 1.06, 2.13; P = .02).
Shared reading, storytelling, and singing are associated with improved SR in both children who have and have not been exposed to ACEs. However, children exposed to ACEs had fewer experiences with early literacy developmental activities. Future efforts should address the barriers that limit shared reading, singing, or storytelling for children exposed to ACEs.</description><subject>Adverse Childhood Experiences</subject><subject>Child Development</subject><subject>Child, Preschool</subject><subject>early literacy developmental activities</subject><subject>Female</subject><subject>healthy and ready to learn</subject><subject>Humans</subject><subject>Learning</subject><subject>Literacy</subject><subject>Logistic Models</subject><subject>Male</subject><subject>Narration</subject><subject>Reading</subject><subject>school readiness</subject><subject>shared reading</subject><subject>Singing</subject><subject>storytelling</subject><issn>1876-2859</issn><issn>1876-2867</issn><issn>1876-2867</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kE1rGzEQhkVJadK0fyCHomMuux1Jq_2AXozjtKWGFpq7kKXZWI4suZJs4n_fNU5zLAzMwDzzwjyE3DCoGbD286bWRu9qDrypgdUA8g25Yn3XVrxvu4vXWQ6X5H3OG4BW9H37jlyKnrOp5BVJC538kS5dwaTNkd7hAX3cbTEU7enMFHdwxWGmOlj6K2H1wwWL6VGngoEuUafgwiP9_eS8z9QFWtZI5zEUfC40jnS-dt6uY7R0Zg-YsivHD-TtqH3Gjy_9mjzcLx7m36rlz6_f57NlZQR0pUIL42BRjppbLlZdN0jZcxANitWAXMOKYzvIpmFgZI98Wkg-jMD02HZdI67J7Tl2l-KfPeaiti4b9F4HjPus-MAHEKJr2gnlZ9SkmHPCUe2S2-p0VAzUSbXaqJNqdVKtgKlJ9XT06SV_v9qifT3553YCvpwBnJ48OEwqG4fBoHUJTVE2uv_l_wXvtJBI</recordid><startdate>20240801</startdate><enddate>20240801</enddate><creator>Crosh, Clare C.</creator><creator>Koripella, Ananya</creator><creator>Elleman, Chloe</creator><creator>Foley, Benjamin</creator><creator>Tumin, Dmitry</creator><creator>Anyigbo, Chidiogo</creator><general>Elsevier Inc</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0002-2897-1445</orcidid><orcidid>https://orcid.org/0009-0000-0604-6518</orcidid><orcidid>https://orcid.org/0009-0004-7288-4981</orcidid><orcidid>https://orcid.org/0000-0002-9180-7656</orcidid></search><sort><creationdate>20240801</creationdate><title>Early Literacy Developmental Activities and Pre-Kindergarten Learning Skills in the Context of Childhood Adversity</title><author>Crosh, Clare C. ; Koripella, Ananya ; Elleman, Chloe ; Foley, Benjamin ; Tumin, Dmitry ; Anyigbo, Chidiogo</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c307t-ed0f9de5fa2d23b7795582034e3b9e2a0b2e6954410c58e234e529f01af67743</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Adverse Childhood Experiences</topic><topic>Child Development</topic><topic>Child, Preschool</topic><topic>early literacy developmental activities</topic><topic>Female</topic><topic>healthy and ready to learn</topic><topic>Humans</topic><topic>Learning</topic><topic>Literacy</topic><topic>Logistic Models</topic><topic>Male</topic><topic>Narration</topic><topic>Reading</topic><topic>school readiness</topic><topic>shared reading</topic><topic>Singing</topic><topic>storytelling</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Crosh, Clare C.</creatorcontrib><creatorcontrib>Koripella, Ananya</creatorcontrib><creatorcontrib>Elleman, Chloe</creatorcontrib><creatorcontrib>Foley, Benjamin</creatorcontrib><creatorcontrib>Tumin, Dmitry</creatorcontrib><creatorcontrib>Anyigbo, Chidiogo</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Academic pediatrics</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Crosh, Clare C.</au><au>Koripella, Ananya</au><au>Elleman, Chloe</au><au>Foley, Benjamin</au><au>Tumin, Dmitry</au><au>Anyigbo, Chidiogo</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Early Literacy Developmental Activities and Pre-Kindergarten Learning Skills in the Context of Childhood Adversity</atitle><jtitle>Academic pediatrics</jtitle><addtitle>Acad Pediatr</addtitle><date>2024-08-01</date><risdate>2024</risdate><volume>24</volume><issue>6</issue><spage>905</spage><epage>913</epage><pages>905-913</pages><issn>1876-2859</issn><issn>1876-2867</issn><eissn>1876-2867</eissn><abstract>School readiness (SR) encompasses a wide range of skills that affect children’s ability to succeed in school and later in life. Shared reading is an important strategy that assists children in gaining SR skills, whereas adverse childhood experiences (ACEs) negatively affect a child’s SR. This study assessed if early literacy developmental activities (shared reading, singing, or storytelling) were associated with improved SR among children with and without ACEs.
2020–2021 National Survey of Children’s Health data were used for analysis. We identified children aged 3–5 years to assess their exposure to ACEs, participation in reading/storytelling/singing, and overall SR.
In a sample of 17,545 children, 29% of children were exposed to one or more ACEs. Seventy-seven percent of children with no ACEs received daily early literacy developmental activities compared to 23% of children who experienced any ACE. On ordinal logistic regression, daily early literacy developmental activities were associated with 56% greater odds of higher SR among children not exposed to ACEs (OR: 1.56; 95% CI: 1.29, 1.88; P < .01). Among children exposed to ACEs, daily early literacy developmental activities were also associated with higher SR (OR: 1.50; 95% CI: 1.06, 2.13; P = .02).
Shared reading, storytelling, and singing are associated with improved SR in both children who have and have not been exposed to ACEs. However, children exposed to ACEs had fewer experiences with early literacy developmental activities. Future efforts should address the barriers that limit shared reading, singing, or storytelling for children exposed to ACEs.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>38218215</pmid><doi>10.1016/j.acap.2024.01.005</doi><tpages>9</tpages><orcidid>https://orcid.org/0000-0002-2897-1445</orcidid><orcidid>https://orcid.org/0009-0000-0604-6518</orcidid><orcidid>https://orcid.org/0009-0004-7288-4981</orcidid><orcidid>https://orcid.org/0000-0002-9180-7656</orcidid></addata></record> |
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| subjects | Adverse Childhood Experiences Child Development Child, Preschool early literacy developmental activities Female healthy and ready to learn Humans Learning Literacy Logistic Models Male Narration Reading school readiness shared reading Singing storytelling |
| title | Early Literacy Developmental Activities and Pre-Kindergarten Learning Skills in the Context of Childhood Adversity |
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