Assessment of Positive and Stimulating Home Environments for Global Monitoring

Frongillo, Edward A.; Basnet, Sulochana; Halpin, Peter F.; Petrowski, Nicole; Cappa, Claudia

doi:10.1007/s10826-021-02164-2

Cited by 2 publications

(2 citation statements)

References 53 publications

(86 reference statements)

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“…A composite score was created by summing positive responses across the six activities (range 0–6). The inventory has good reliability, concurrent validity and equivalence across low- and middle-income countries, including Côte d'Ivoire ( 84 ). In the current study, the scale had adequate internal consistency in both rural and urban settings (Cronbach alpha of 0.72 and 0.71, respectively).…”

Section: Methodsmentioning

confidence: 99%

Urban–rural differences in the relationship between stunting, preschool attendance, home learning support, and school readiness: A study in Côte d'Ivoire

Brou

Djalega

Tokpa

et al. 2023

Front. Public Health

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BackgroundStunted physical growth during early childhood is a marker of chronic undernutrition, and the adverse life circumstances that underlie it. These have the potential to disrupt normal brain development and the acquisition of foundational cognitive, language, social and motor skills. Stunting is prevalent in most low-and middle-income countries. Because the prevention of stunting requires large-scale structural and attitudinal changes, several psycho-educational interventions have been developed to mitigate the adverse association between early stunting and skill development. However, the resource-intensive nature of custom-designed interventions limit their sustainability and scalability in resource-limited settings. This study explored the possibility that available resources that promote positive development (existing preschool education programs, and no- or low-cost home-based learning activities and resources) may protect against any negative association between stunting and the acquisition of foundational skills required for academic learning and adaptation at school.MethodData for 36-to 59-month-old children (n = 3,522; M = 46.7 months; 51.2% male; 74.1% rural) were drawn from the most recent Multiple Indicator Cluster Survey conducted in Côte d'Ivoire (MICS5, 2016). Stunting was assessed using the WHO Child Growth Standards. Preschool attendance and home learning activities and resources were assessed by maternal report. School readiness was assessed using the 8-item form of the Early Child Development Index (ECDI).ResultsA high percentage of children met the criteria for stunting (28.5%; 19.7% moderate; 8.8% severe). There were marked urban–rural differences in the prevalence of stunting, rates of preschool attendance, home learning activities and resources, children's school readiness scores, and the relationships between stunting, the protective factors and school readiness scores. These urban–rural differences in ECDI scores could be fully explained by differences between these settings in stunting and the protective factors. However, only two protective factors (access to books and home-based activities that promote learning) made independent contributions to variance in ECDI scores. There was tentative evidence that stunted children whose homes provided highly diverse learning activities and multiple types of learning resources were more likely than those who did not to have a high level of school readiness.ConclusionCapitalizing on the existing practices of families that show positive deviance in caregiving may provide a basis for culturally appropriate, low-cost interventions to improve school readiness among children in low- and middle-income countries, including children with stunted growth.

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Section: Methodsmentioning

confidence: 99%

Urban–rural differences in the relationship between stunting, preschool attendance, home learning support, and school readiness: A study in Côte d'Ivoire

Brou

Djalega

Tokpa

et al. 2023

Front. Public Health

View full text Add to dashboard Cite

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“…That is, an optimal level of development occurs with a stimulating environment and strong contextual support; support that is rooted in the home. Whereas considerable past research supports the notion, contemporary inquiries, including reviews, demonstrate that the home environment plays a vital role in physical and mental development and well-being [ 1 , 2 , 3 ]. Contemporary research shows that the level of motor development is a significant factor in child behavior, including cognitive and social-emotional aspects [ 4 , 5 , 6 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

Maternal Emotional Intelligence and the Provision of Child Motor Affordances

et al. 2022

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Background: Mothers are not only the axis of an ecological subsystem for their children but are also capable of creating a significant emotional and psychological environment through constant and direct interaction. This leads to interactions and emotional connections with the children, supportive behaviors, and a long-term commitment to their upbringing and development. Aims: This study examined the relationship between maternal emotional intelligence (EI) and demographics on the availability of motor affordances in the home environment that are conducive to their child’s motor development. Methods: Mothers (N = 451) and homes of children aged 18–42 months were assessed using the Persian version of Affordances in the Home Environment for Motor Development-Self-Report (AHEMD-SR) and the Bar-On Emotional Intelligence Questionnaire. In addition, mothers’ physical activity (PA) experience and demographic data were collected. Results: Analyses indicated significant correlations between mothers’ education, level of PA, and income with EI and motor affordances. Conclusions: EI, PA experience, and select mother demographics were important to the availability of motor affordances in the home. One could also speculate, based on previous research, that such provision may affect the future motor development of the child. Future research should include a younger and more diverse population.

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Assessment of Positive and Stimulating Home Environments for Global Monitoring

Cited by 2 publications

References 53 publications

Urban–rural differences in the relationship between stunting, preschool attendance, home learning support, and school readiness: A study in Côte d'Ivoire

Urban–rural differences in the relationship between stunting, preschool attendance, home learning support, and school readiness: A study in Côte d'Ivoire

Maternal Emotional Intelligence and the Provision of Child Motor Affordances

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