Cognitive Development during Early Childhood: Insights from Families Living in Areas of Socio-Economic Disadvantage

Autor/inn/en	Kent, Gráinne; Pitsia, Vasiliki; Colton, Gary
Titel	Cognitive Development during Early Childhood: Insights from Families Living in Areas of Socio-Economic Disadvantage
Quelle	In: Early Child Development and Care, 190 (2020) 12, S.1863-1877 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kent, Gráinne) ORCID (Pitsia, Vasiliki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1543665
Schlagwörter	Cognitive Development; Preschool Children; Economically Disadvantaged; Socioeconomic Status; Poverty Areas; Gender Differences; Infants; Nutrition; Family Income; Mothers; Parent Background; Educational Attainment; Parent Child Relationship; Attachment Behavior; Intervention; Predictor Variables; Foreign Countries; Intelligence Tests; Ireland; British Ability Scales; Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Infant; Toddler; Toddlers; Kleinkind; Ernährung; Familieneinkommen; Mother; Mutter; Elternhaus; Bildungsabschluss; Bildungsgut; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Attachment; Bindungsverhalten; Prädiktor; Ausland; Intelligence test; Intelligenztest; Irland
Abstract	The first year of a child's life has been considered important in shaping their cognitive development. The research literature has identified area-based socio-economic disadvantage as a possible risk factor for cognitive development but has suggested that various factors may facilitate children's resilience to socio-economic disadvantage. This study aimed to examine such factors that may predict cognitive development among a sample of 126 four-year-old children across socio-economically disadvantaged areas in Ireland, who were involved in a randomized controlled trial. The study considered the extent to which child's gender, attempt of breastfeeding, household income, maternal education and cognition, mother-child attachment, parent-child interactions and intervention intensity contributed to the prediction of cognitive development. The analysis revealed that gender, attempt of breastfeeding, income and intervention intensity were statistically significant predictors of cognitive development, explaining a considerable amount of the variance in children's cognitive scores. Based on the findings, policy and practice implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01