Literaturnachweis - Detailanzeige
Autor/inn/en | Vollman, Elayne; Richland, Lindsey |
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Titel | Beyond Wealth and Health: The Social Environment as a Protective Factor for Cognitive Development of Children in Nicaragua |
Quelle | (2020), (35 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
DOI | 10.1080/15248372.2020.1717493 |
Schlagwörter | Cognitive Development; Toddlers; Preschool Children; Family Environment; Social Environment; Preschool Education; Socioeconomic Influences; Child Development; Foreign Countries; Resilience (Psychology); Correlation; Mothers; Educational Attainment; Case Studies; Parent Child Relationship; Measures (Individuals); Interpersonal Relationship; Parent Attitudes; Nicaragua Kognitive Entwicklung; Infant; Infants; Toddler; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Soziales Umfeld; Sozioökonomischer Faktor; Kindesentwicklung; Ausland; Korrelation; Mother; Mutter; Bildungsabschluss; Bildungsgut; Case study; Fallstudie; Case Study; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Messdaten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Elternverhalten |
Abstract | We examine the contributions of the environmental context on cognitive development in a representative sample of children (24-59 month-olds) in Nicaragua. Multivariate regression models revealed that children who experienced high levels of structure in the home, encountered more social interaction, and were enrolled in early education programs, exhibited higher cognitive skills. These factors were related to, but better accounted for, variability in children's skills than the socio-economic endowment of the home or maternal education levels -- the two most commonly used proxies to quantify children's early contexts. Results from this study provide validation of the relation between children's proximal early social environment and cognitive outcomes in a novel context. The results also provide motivation for deeper empirical investigation in the specific aspects of the home environment that may be central to providing resilience to low wealth populations, and to reducing inequality in developmental skills. [This paper will be published in "Journal of Cognition and Development."] (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |