Stress in the lives of poor children is one cause of the early achievement gap in which children from low-income homes start school behind their more advantaged classmates. Researchers in this study asked whether or not executive functions in early childhood are influenced by stress in children's lives.
Looking at almost 1,300 young children in mostly low-income homes, they examined aspects of children's early environment between 7 and 24 months, including demographic characteristics, the household environment (such as safety and noise levels), and the quality of parenting (for example, levels of mothers' sensitivity, detachment, and intrusiveness when interacting with their children).
The researchers found that children in lower-income homes received less positive parenting and had higher levels of cortisol in their first two years than children in slightly better-off homes. Cortisol was higher in African American children than in White children. Higher levels of cortisol were associated with lower levels of executive function abilities.
The researchers found that children in lower-income homes received less positive parenting and had higher levels of cortisol in their first two years than children in slightly better-off homes. Cortisol was higher in African American children than in White children. Higher levels of cortisol were associated with lower levels of executive function abilities.
