The Impact of Family Multidimensional Poverty on Children's Social-Emotional Competence:An Empirical Study of the Five Western Districts and Counties
The cultivation of children's social-emotional competence is of great significance in promoting the early human capital development of multidimensional poor families and blocking the inter-generational transmission of poverty in the western region.Based on the Bailey assessment and growth environment survey of 1,361 children aged in between 2 to 3.5 years old in five districts and counties in western ethnic areas,this study adopts OLS and Bootstrap mediation effect test to explore the mechanism of the impact of family multidimensional poverty on children's social-emotional competence.The study makes following findings:(1)there is an issue about the underdevelopment of children's social-emotional competence in the western region,with mild and severe underdevelopment rates being 68.92％and 42.69％respectively;(2)family multidimensional poverty,as well as unidimensional poverty in the dimensions of parental educational attainment,standard of living,income,and employment,had significant negative impact on the children's social-emotional competence,with parental educational attainment poverty dimension being the top on the negative effect list;(3)further analysis found that in the above(except for the employment dimension)influence process,parents'early education investment in children played a mediating effect,in which the mediating effect of material investment was significant,and the mediating effect of time investment was not significant.In order to improve the social-emotional competency of children in the western region,the article makes following suggestions:to set up a multi-dimensional government-led and multi-party family poverty management mechanism so as to create a good environment for children to grow up;to facilitate the multi-dimensional poor families to increase their material input in the early childhood education;to guide multi-dimensional poor families to invest in early childhood education so as to improve the quality of parent-child interaction.
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