We propose a general model of the emergence of childhood marginalization stipulating that contextual factors (e.g. neighborhood) affect the development of marginalization in children by means of altered interpersonal interactions with parents, teachers and peers and involving the child's own contributions to the process. Moreover, such marginalization processes may differ according to social categories (e.g. gender and social class).
The development of two types (of marginalization will be examined in three different sub-projects: 1) Social exclusion and (2) conduct problems. In addition we will address (3) the importance of the family and its context in the development and reproduction of marginalization.
Data collection began in 2007 - on a biennial basis on a probability sample of 1000 children (initially 4 years of age) and their families. Children are interviewed concerning relationships with parents, peers and teachers. Formal testing is conducted on vocabulary, intelligence, cognitive functioning, and attachment to parents. Parent-child interaction is directly observed. Parents provide information on children's conduct problems, temperament, social competence, and participation in leisure activities. Parents are also queried about their own mental health. Day-care personnel and school teachers provide information on their relationship to the child, and children's social competence and conduct problems. These data will be coupled with routinely collected data on language, reading, math as well as with official registers.
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