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Do Neighbourhoods Influence the Readiness to Learn of Kindergarten Children in Vancouver? A Multilevel Analysis of Neighbourhood Effects

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  • Lisa N Oliver

    (Department of Geography, Simon Fraser University, 8888 University Drive, Burnaby, BC V5A 1S6, Canada)

  • James R Dunn

    (Centre for Research on Inner-city Health, St Michael's Hospital, and Departments of Geography and Public Health Sciences, University of Toronto, 30 Bond Street, Toronto, ON M5B 1W8, Canada)

  • Dafna E Kohen

    (Health Analysis and Measurement Group, Statistics Canada, Tunney's Pasture, Ottawa, ON K1A 0T6, Canada)

  • Clyde Hertzman

    (Human Early Learning Partnership (HELP), Faculty of Graduate Studies, University of British Columbia, 3rd Floor, Library Processing Centre, 2206 East Mall, Vancouver, BC V6T 1Z3, Canada)

Abstract

A growing body of literature has examined the effects of neighbourhood characteristics on child health and well-being and the mechanisms through which such effects may operate. Research investigating neighbourhood effects on children is based on the notion that individuals and families who live in a neighbourhood collectively create a social context that influences the developing child. In this paper we investigate the relationship between individual and neighbourhood socioeconomic characteristics and kindergarten children's readiness to learn in Vancouver, Canada ( n = 3736), using multilevel modeling techniques and 1996 census data for Vancouver neighbourhoods ( n = 68). Findings suggest that although family-level characteristics carry the most weight in shaping children's readiness to learn, neighbourhood-level factors are independently associated with early developmental outcomes, particularly physical health and well-being, language and cognitive development, and communications skills and general knowledge. The strongest neighbourhood characteristics associated with readiness to learn were median income and the percentage of single-parent families. Also important were the percentage of the population who had not moved in the previous five years and the percentage of the population whose mother tongue was non-English. The latter neighbourhood characteristic was an especially strong predictor of communication skills and general knowledge. The findings suggest that neighbourhood-based policies to improve physical health and well-being, language and cognitive development, and communications skills may also meet with some success.

Suggested Citation

  • Lisa N Oliver & James R Dunn & Dafna E Kohen & Clyde Hertzman, 2007. "Do Neighbourhoods Influence the Readiness to Learn of Kindergarten Children in Vancouver? A Multilevel Analysis of Neighbourhood Effects," Environment and Planning A, , vol. 39(4), pages 848-868, April.
    • Handle: RePEc:sae:envira:v:39:y:2007:i:4:p:848-868
    DOI: 10.1068/a37126
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    References listed on IDEAS

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    1. McCulloch, Andrew & Joshi, Heather E., 2001. "Neighbourhood and family influences on the cognitive ability of children in the British National Child Development Study," Social Science & Medicine, Elsevier, vol. 53(5), pages 579-591, September.
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    2. Anne M. Gadermann & Martin Guhn & Kimberly A. Schonert-Reichl & Shelley Hymel & Kimberly Thomson & Clyde Hertzman, 2016. "A Population-Based Study of Children’s Well-Being and Health: The Relative Importance of Social Relationships, Health-Related Activities, and Income," Journal of Happiness Studies, Springer, vol. 17(5), pages 1847-1872, October.
    3. Carpiano, Richard M. & Lloyd, Jennifer E.V. & Hertzman, Clyde, 2009. "Concentrated affluence, concentrated disadvantage, and children's readiness for school: A population-based, multi-level investigation," Social Science & Medicine, Elsevier, vol. 69(3), pages 420-432, August.
    4. Wehby, George L. & McCarthy, Ann Marie, 2013. "Economic gradients in early child neurodevelopment: A multi-country study," Social Science & Medicine, Elsevier, vol. 78(C), pages 86-95.

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