Scholarlink

Aim <p>The assessment of psychosocial burden in families can help identify those at risk and prevent long-term negative effects on children’s health and well-being. Few studies have examined how psychosocial risk patterns relate to home learning environment. This study (1) analyzes the distribution of psychosocial risk factors in families, (2) explores their links to educational activities at home and children’s educational outcomes, and (3) examines the use of childcare and family support services.</p> Subject and methods <p>Data from 3739 children aged 0–6 from the representative cross-sectional study were analyzed. The dataset includes information on family structure, well-being, parenting, and child development. A latent class analysis based on 18 risk factors identified psychosocial risk patterns. Group differences regarding educational activities at home, child outcomes, and service use were examined.</p> Results <p>Four risk groups emerged: low-burdened (62.1%), economically burdened (15.7%), families with parenting stress and conflict (17.6%), and multiple-burdened families (4.7%). Children in economically and multiple-burdened families showed fewer educational activities and lower educational outcomes&#xa0;(literacy and numeracy skills). Institutional childcare usage was similar across groups. However, low- and conflict-burdened families used universal prevention services more frequently, while economically and multiple-burdened families used more selective and indicated services.</p> Conclusion <p>The findings suggest an association between family risk patterns, educational outcomes, and service utilization. These insights may inform discussions about how early education and family support systems can be better aligned to support developmental opportunities from early childhood onward.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Identifying psychosocial risk patterns in families with children 0–6 years: a latent class analysis including the home learning environment, educational outcomes, and utilization of childcare and support services

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月10日

查看全文
  • Susanne M. Ulrich,
  • Anja Linberg,
  • Anna Kroesen,
  • Susanne Kuger

摘要

Aim

The assessment of psychosocial burden in families can help identify those at risk and prevent long-term negative effects on children’s health and well-being. Few studies have examined how psychosocial risk patterns relate to home learning environment. This study (1) analyzes the distribution of psychosocial risk factors in families, (2) explores their links to educational activities at home and children’s educational outcomes, and (3) examines the use of childcare and family support services.

Subject and methods

Data from 3739 children aged 0–6 from the representative cross-sectional study were analyzed. The dataset includes information on family structure, well-being, parenting, and child development. A latent class analysis based on 18 risk factors identified psychosocial risk patterns. Group differences regarding educational activities at home, child outcomes, and service use were examined.

Results

Four risk groups emerged: low-burdened (62.1%), economically burdened (15.7%), families with parenting stress and conflict (17.6%), and multiple-burdened families (4.7%). Children in economically and multiple-burdened families showed fewer educational activities and lower educational outcomes (literacy and numeracy skills). Institutional childcare usage was similar across groups. However, low- and conflict-burdened families used universal prevention services more frequently, while economically and multiple-burdened families used more selective and indicated services.

Conclusion

The findings suggest an association between family risk patterns, educational outcomes, and service utilization. These insights may inform discussions about how early education and family support systems can be better aligned to support developmental opportunities from early childhood onward.