Crowding and Cognitive Development

Evans, Gary W.; Ricciuti, Henry N.; Hope, Steven; Schoon, Ingrid; Bradley, Robert H.; Corwyn, Robert F.; Hazan, Cindy

doi:10.1177/0013916509333509

Cited by 61 publications

(20 citation statements)

References 26 publications

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“…The home environment encompasses both relational factors such as the quality of parenting, including maternal warmth, sensitivity, and responsivity toward the child, as well as material factors such as family organization and the availability of resources and learning materials. The home environment is an important predictor of child development and may account for differences in children’s outcomes [4–8]. The quality of the home environment is often poorer in low socioeconomic status (SES) families [1,9].…”

Section: Introductionmentioning

confidence: 99%

Impact of an early childhood intervention on the home environment, and subsequent effects on child cognitive and emotional development: A secondary analysis

et al. 2019

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The objective of this study was to use secondary data from the Preparing for Life (PFL) trial to test (1) the impact of a prenatal-to-age-five intervention targeting women from a disadvantaged Irish community on the quality of the home environment; (2) whether any identified changes in the home environment explain the positive effects of the PFL program on children’s cognitive and emotional development at school entry which have been identified in previous reports of the PFL trial (ES = .72 and .50, respectively). Pregnant women were randomized into a treatment (home visits, baby massage, and parenting program, n = 115) or control (n = 118) group (trial registration: ISRCTN04631728). The home environment was assessed at 6 months, 1½, and 3 years using the Home Observation for Measurement of the Environment (responsiveness, acceptance, organization, learning material, involvement, variety). Cognitive skills were assessed at 5 years using the British Ability Scales. Emotional problems were teacher-reported at 5 years using the Short Early Development Inventory. Latent growth modeling was used to model changes in the home environment, and mediation analyses to test whether those changes explained children outcomes. Compared to controls, treatment children were exposed to more stimulating environments in terms of learning material (B = -1.62, p = 0.036) and environmental variety (B = -1.58, p = 0.009) at 6 months, but these differences faded at 3 years. Treatment families were also more likely to accept suboptimal child behaviors without using punishment (acceptance score, B = 1.49, p = 0.048) and were more organized at 3 years (B = 1.08, p = 0.033). None of the changes mediated children’s outcomes. In conclusion, we found that the program positively impacted different home environment dimensions, but these changes did not account for improvements in children’s outcomes. Exploratory analyses suggest that the impact of improvements in the home environment on child outcomes may be limited to specific groups of children. Limitations of the study include the potential lack of generalizability to other populations, the inability to assess the individual treatment components, and sample size restrictions which precluded a moderated mediation analysis.

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Section: Introductionmentioning

confidence: 99%

Impact of an early childhood intervention on the home environment, and subsequent effects on child cognitive and emotional development: A secondary analysis

et al. 2019

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“…Furthermore, the home learning environment is more strongly associated with a child's cognitive development than a child's preschool or kindergarten environment (Anders et al, 2012). However, a less stimulating home learning environment can contribute to cognitive deficits, impair language acquisition, and delay school readiness by age three years (Evans et al, 2010;Trentacosta et al, 2008;Vernon-Feagans, Garrett-Peters, Willoughby, Mills-Koonce, & Investigators, 2012). Long-term consequences include lower academic achievement, less likelihood of employment, and lower earnings (Pungello et al, 2010;Pungello, Iruka, Dotterer, Mills-Koonce, & Reznick, 2009).…”

Section: Introductionmentioning

confidence: 99%

The Role of Parental Education, Household Income, and Race on Parents’ Academic Beliefs and the Provision of Home Learning Opportunities for 4- to 8-Year-Old Children

Zheng

Libertus²

2018

JEDP

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Previous research has highlighted the importance of parents’ education, household income, and race for children’s academic achievement. In addition, these factors relate to their beliefs about their children’s academic achievement and their provision of opportunities to strengthen learning. However, direct comparisons of the unique roles of parents’ education, household income, and race are rare and the current study seeks to fill this gap. A heterogeneous sample of 398 parents of 4- to 8-year-old children in the US completed a survey assessing beliefs about the importance of math and reading/writing for their child, how frequently they provided learning opportunities in these skill sets at home, and demographic information. We found that parents’ education was significantly related to their beliefs about the school’s importance in teaching their child math, but when splitting our sample by race, this effect was only significant for White non-Hispanic parents. No significant effects were found for parents’ education on their beliefs about the importance of the school or home in teaching their child reading/writing. In addition, we found that household income was significantly related to parents’ beliefs about the school’s but not the home’s importance in teaching their child math. Finally, household income was found to be significantly related to parents’ beliefs about the home’s but not the school’s importance in teaching their child reading/writing, but this effect was only significant for African American parents. These results suggest that parents’ education and income play different roles in determining parents’ beliefs about the importance of the school or the home in teaching math and reading/writing to their child and these relations were modulated by race.

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“…In our study group, we found that those with multiple siblings had more developmental delay. Similarly, there are studies supporting the negative effects of crowded families on cognitive development [29, 30]. The delay in gross motor skills was higher in children with low maternal education levels.…”

Section: Discussion/conclusionmentioning

confidence: 81%

Sleep Patterns and Development of Children with Atopic Dermatitis

Torun

Ertuğrul²,

Tekguc

et al. 2020

Int Arch Allergy Immunol

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Introduction: Atopic dermatitis (AD) is a chronic inflammatory disease that begins in early childhood. Sleep problems have increased in children with AD. The aim of this study was to evaluate sleep patterns and the development of children with AD at an early age. Methods: This is a cross-sectional study consisting of a total of 80 children aged 0–36 months with AD. Patients were evaluated by the Brief Infant Sleep Questionnaire and International Guide for Monitoring Child Development. Results: The median age (IQR) of the patients was 6 (4.25–9) months, 63.7% of them were male and 50% of them had sleep problems. Male sex (OR: 3.78, p = 0.024, 95% CI, 0.083–0.837), patients with AD who were in the first 3 months after diagnosis (OR: 3.56; 95% CI, 1.220–10.43, p = 0.020), and moderate-severe AD (OR: 5.09; 95% CI, 1.649–15.748, p = 0.005) were determined as risk factors for sleep problems. In all, 12.5% of the patients needed support for one or more developmental areas (gross motor skills, expressive language and communication, receptive language, fine motor skills, relationship, and play). Developmental delay was higher in patients with sleep problems (p = 0.037). Multiple siblings (OR: 14.381; 95% CI, 1.557–132.871, p = 0.019) and the presence of sleep problems (OR: 8.011; 95% CI, 1.764–36.387, p = 0.024) were found to be risk factors for developmental delay. Conclusion: Boys with moderate-severe AD within the first 3 months of diagnosis were at increased risk for sleep problems. Children with AD who have multiple siblings and sleep problems should be evaluated for developmental delay and monitored closely.

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Crowding and Cognitive Development

Cited by 61 publications

References 26 publications

Impact of an early childhood intervention on the home environment, and subsequent effects on child cognitive and emotional development: A secondary analysis

Impact of an early childhood intervention on the home environment, and subsequent effects on child cognitive and emotional development: A secondary analysis

The Role of Parental Education, Household Income, and Race on Parents’ Academic Beliefs and the Provision of Home Learning Opportunities for 4- to 8-Year-Old Children

Sleep Patterns and Development of Children with Atopic Dermatitis

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