The neighborhood literature consistently documents associations between neighborhood socioeconomic status (SES) and child development. Yet, this approach may miss important heterogeneity in neighborhood resources (e.g., libraries, doctors’ offices) that have important implications for children. Moreover, the mechanisms that explain the relation between neighborhood characteristics and child outcomes are poorly understood. Using a sample of 955 children situated in preschool neighborhoods across nine United States cities, the present study aimed to (1) describe the relation between neighborhood SES and resources among our sample neighborhoods and (2) explore whether neighborhood SES and resources may be (a) independently and (b) jointly associated with young children’s gains in language/literacy and executive function skills via differences in preschool classroom process quality. Our results suggested that neighborhoods were heterogeneous in both SES and resources, thereby indicating a diverse range of resource availability among lower SES neighborhoods. Moreover, we found that both neighborhood SES and resources were individually associated with benefits to children’s development through levels of classroom process quality and that these associations were magnified in communities that were particularly high in both SES and resources. These findings point to potential policy levers at both neighborhood and classroom levels to support children’s development.

中文翻译：

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超越邻里社会经济地位：探索邻里资源对学前班质量和幼儿发展的作用

邻里文献始终如一地记录了邻里社会经济地位 (SES) 与儿童发展之间的关联。然而，这种方法可能会忽略对儿童具有重要影响的邻里资源（例如图书馆、医生办公室）的重要异质性。此外，解释邻里特征与儿童结果之间关系的机制知之甚少。使用位于美国九个城市学龄前社区的 955 名儿童作为样本，本研究旨在 (1) 描述我们样本社区中社区社会经济地位和资源之间的关系，以及 (2) 探讨社区社会经济地位和资源是否可能 (a) 独立和 (b) 与幼儿在语言/识字方面的进步相关联和执行功能技能通过学前课堂过程质量的差异。我们的结果表明，社区在 SES 和资源方面都是异质的，从而表明较低 SES 社区的资源可用性范围广泛。此外，我们发现社区 SES 和资源都与通过课堂过程质量水平对儿童发展的益处相关，并且这些关联在 SES 和资源特别高的社区中被放大。