Adverse experiences in early childhood may directly and indirectly impact children's development, including their preparedness to learn in their preschool and kindergarten classes. However, like many other developmental processes, these skills can be supported through positive experiences and resources in a child's environment. This work uses the 2016 National Survey of Children’s Health’s (NSCH) nationally representative preschool subsample (n = 7565) to provide an overview of the way adverse childhood experiences (ACEs) impact children’s school readiness skills. The four domains of school readiness considered are early learning skills, physical health/motor development, social-emotional skills, and self-regulation. Additionally, this work examines the ways in which family resilience can alter the relationship between ACEs and school readiness. Findings suggest that family resilience serves as a protective factor, buffering the impact of ACEs on early learning skills, social-emotional development, and self-regulation.

幼儿期的不良经历可能会直接或间接影响儿童的发展，包括他们在学前班和幼儿园课程中学习的准备情况。然而，与许多其他发展过程一样，这些技能可以通过儿童环境中的积极经验和资源来支持。这项工作使用 2016 年全国儿童健康调查 (NSCH) 具有全国代表性的学前子样本 ( n  = 7565) 来概述不良童年经历 (ACE) 对儿童入学准备技能的影响。考虑的入学准备的四个领域是早期学习技能、身体健康/运动发展、社交情感技能和自我调节。此外，这项工作还探讨了家庭复原力如何改变 ACE 与入学准备之间的关系。研究结果表明，家庭复原力可以作为一个保护因素，缓冲 ACE 对早期学习技能、社会情感发展和自我调节的影响。